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1. Factors Influencing on Extra Budgetary Income of Leading Russian Universities: Econometric Analysis

Author

Sandler, D. G. and Gladyrev, D. A.

Abstract

This study is aimed to study the mechanisms that contribute to increasing the economic independence of universities, which in conditions of high dependence on-budget funding is exceptionally relevant in Russia. Even though the share of extra-budgetary revenues is growing at most Russian universities, this growth is heterogeneous and partly due to the "low base effect". To determine the factors of economic independence of universities, we used data on the 49 largest universities in Russia over four years, taken from monitoring the effectiveness of higher educational institutions. The primary research method is regression analysis using panel data models. The analysis reveals that the share of extra-budgetary funds of the university is positively influenced by factors such as the number and quality of publications, the number of journals published by the university, and the ratio of employees to the regional average. These dependencies are important in the long-term comprehensive planning of university activities.

Published
2020

6. Evaluation of European-based polygenic risk score for breast cancer in Ashkenazi Jewish women in Israel

Author

Levi, H, Carmi, S, Rosset, S, Yerushalmi, R, Zick, A, Yablonski-Peretz, T, Wang, Q, Bolla, MK, Dennis, J, Michailidou, K, Lush, M, Ahearn, T, Andrulis, IL, Anton-Culver, H, Antoniou, AC, Arndt, V, Augustinsson, A, Auvinen, P, Freeman, LB, Beckmann, M, Behrens, S, Bermisheva, M, Bodelon, C, Bogdanova, NV, Bojesen, SE, Brenner, H, Byers, H, Camp, N, Castelao, J, Chang-Claude, J, Chirlaque, M-D, Chung, W, Clarke, C, Collee, MJ, Colonna, S, Couch, F, Cox, A, Cross, SS, Czene, K, Daly, M, Devilee, P, Dork, T, Dossus, L, Eccles, DM, Eliassen, AH, Eriksson, M, Evans, G, Fasching, P, Fletcher, O, Flyger, H, Fritschi, L, Gabrielson, M, Gago-Dominguez, M, Garcia-Closas, M, Garcia-Saenz, JA, Genkinger, J, Giles, GG, Goldberg, M, Guenel, P, Hall, P, Hamann, U, He, W, Hillemanns, P, Hollestelle, A, Hoppe, R, Hopper, J, Jakovchevska, S, Jakubowska, A, Jernstrom, H, John, E, Johnson, N, Jones, M, Vijai, J, Kaaks, R, Khusnutdinova, E, Kitahara, C, Koutros, S, Kristensen, V, Kurian, AW, Lacey, J, Lambrechts, D, Le Marchand, L, Lejbkowicz, F, Lindblom, A, Loibl, S, Lori, A, Lubinski, J, Mannermaa, A, Manoochehri, M, Mavroudis, D, Menon, U, Mulligan, A, Murphy, R, Nevelsteen, I, Newman, WG, Obi, N, O'Brien, K, Offit, K, Olshan, A, Plaseska-Karanfilska, D, Olson, J, Panico, S, Park-Simon, T-W, Patel, A, Peterlongo, P, Rack, B, Radice, P, Rennert, G, Rhenius, V, Romero, A, Saloustros, E, Sandler, D, Schmidt, MK, Schwentner, L, Shah, M, Sharma, P, Simard, J, Southey, M, Stone, J, Tapper, WJ, Taylor, J, Teras, L, Toland, AE, Troester, M, Truong, T, van der Kolk, LE, Weinberg, C, Wendt, C, Yang, XR, Zheng, W, Ziogas, A, Dunning, AM, Pharoah, P, Easton, DF, Ben-Sachar, S, Elefant, N, Shamir, R, Elkon, R, Levi, H, Carmi, S, Rosset, S, Yerushalmi, R, Zick, A, Yablonski-Peretz, T, Wang, Q, Bolla, MK, Dennis, J, Michailidou, K, Lush, M, Ahearn, T, Andrulis, IL, Anton-Culver, H, Antoniou, AC, Arndt, V, Augustinsson, A, Auvinen, P, Freeman, LB, Beckmann, M, Behrens, S, Bermisheva, M, Bodelon, C, Bogdanova, NV, Bojesen, SE, Brenner, H, Byers, H, Camp, N, Castelao, J, Chang-Claude, J, Chirlaque, M-D, Chung, W, Clarke, C, Collee, MJ, Colonna, S, Couch, F, Cox, A, Cross, SS, Czene, K, Daly, M, Devilee, P, Dork, T, Dossus, L, Eccles, DM, Eliassen, AH, Eriksson, M, Evans, G, Fasching, P, Fletcher, O, Flyger, H, Fritschi, L, Gabrielson, M, Gago-Dominguez, M, Garcia-Closas, M, Garcia-Saenz, JA, Genkinger, J, Giles, GG, Goldberg, M, Guenel, P, Hall, P, Hamann, U, He, W, Hillemanns, P, Hollestelle, A, Hoppe, R, Hopper, J, Jakovchevska, S, Jakubowska, A, Jernstrom, H, John, E, Johnson, N, Jones, M, Vijai, J, Kaaks, R, Khusnutdinova, E, Kitahara, C, Koutros, S, Kristensen, V, Kurian, AW, Lacey, J, Lambrechts, D, Le Marchand, L, Lejbkowicz, F, Lindblom, A, Loibl, S, Lori, A, Lubinski, J, Mannermaa, A, Manoochehri, M, Mavroudis, D, Menon, U, Mulligan, A, Murphy, R, Nevelsteen, I, Newman, WG, Obi, N, O'Brien, K, Offit, K, Olshan, A, Plaseska-Karanfilska, D, Olson, J, Panico, S, Park-Simon, T-W, Patel, A, Peterlongo, P, Rack, B, Radice, P, Rennert, G, Rhenius, V, Romero, A, Saloustros, E, Sandler, D, Schmidt, MK, Schwentner, L, Shah, M, Sharma, P, Simard, J, Southey, M, Stone, J, Tapper, WJ, Taylor, J, Teras, L, Toland, AE, Troester, M, Truong, T, van der Kolk, LE, Weinberg, C, Wendt, C, Yang, XR, Zheng, W, Ziogas, A, Dunning, AM, Pharoah, P, Easton, DF, Ben-Sachar, S, Elefant, N, Shamir, R, and Elkon, R

Abstract

BACKGROUND: Polygenic risk score (PRS), calculated based on genome-wide association studies (GWASs), can improve breast cancer (BC) risk assessment. To date, most BC GWASs have been performed in individuals of European (EUR) ancestry, and the generalisation of EUR-based PRS to other populations is a major challenge. In this study, we examined the performance of EUR-based BC PRS models in Ashkenazi Jewish (AJ) women. METHODS: We generated PRSs based on data on EUR women from the Breast Cancer Association Consortium (BCAC). We tested the performance of the PRSs in a cohort of 2161 AJ women from Israel (1437 cases and 724 controls) from BCAC (BCAC cohort from Israel (BCAC-IL)). In addition, we tested the performance of these EUR-based BC PRSs, as well as the established 313-SNP EUR BC PRS, in an independent cohort of 181 AJ women from Hadassah Medical Center (HMC) in Israel. RESULTS: In the BCAC-IL cohort, the highest OR per 1 SD was 1.56 (±0.09). The OR for AJ women at the top 10% of the PRS distribution compared with the middle quintile was 2.10 (±0.24). In the HMC cohort, the OR per 1 SD of the EUR-based PRS that performed best in the BCAC-IL cohort was 1.58±0.27. The OR per 1 SD of the commonly used 313-SNP BC PRS was 1.64 (±0.28). CONCLUSIONS: Extant EUR GWAS data can be used for generating PRSs that identify AJ women with markedly elevated risk of BC and therefore hold promise for improving BC risk assessment in AJ women.

Published
2023

7. A composite approach to produce reference datasets for extratropical cyclone tracks: application to Mediterranean cyclones

Author

Flaounas, E, Aragão, L, Bernini, L, Dafis, S, Doiteau, B, Flocas, H, Gray, S, Karwat, A, Kouroutzoglou, J, Lionello, P, Miglietta, M, Pantillon, F, Pasquero, C, Patlakas, P, Picornell, M, Porcù, F, Priestley, M, Reale, M, Roberts, M, Saaroni, H, Sandler, D, Scoccimarro, E, Sprenger, M, Ziv, B, Flaounas, Emmanouil, Aragão, Leonardo, Bernini, Lisa, Dafis, Stavros, Doiteau, Benjamin, Flocas, Helena, Gray, Suzanne L., Karwat, Alexia, Kouroutzoglou, John, Lionello, Piero, Miglietta, Mario Marcello, Pantillon, Florian, Pasquero, Claudia, Patlakas, Platon, Picornell, María Ángeles, Porcù, Federico, Priestley, Matthew D. K., Reale, Marco, Roberts, Malcolm J., Saaroni, Hadas, Sandler, Dor, Scoccimarro, Enrico, Sprenger, Michael, Ziv, Baruch, Flaounas, E, Aragão, L, Bernini, L, Dafis, S, Doiteau, B, Flocas, H, Gray, S, Karwat, A, Kouroutzoglou, J, Lionello, P, Miglietta, M, Pantillon, F, Pasquero, C, Patlakas, P, Picornell, M, Porcù, F, Priestley, M, Reale, M, Roberts, M, Saaroni, H, Sandler, D, Scoccimarro, E, Sprenger, M, Ziv, B, Flaounas, Emmanouil, Aragão, Leonardo, Bernini, Lisa, Dafis, Stavros, Doiteau, Benjamin, Flocas, Helena, Gray, Suzanne L., Karwat, Alexia, Kouroutzoglou, John, Lionello, Piero, Miglietta, Mario Marcello, Pantillon, Florian, Pasquero, Claudia, Patlakas, Platon, Picornell, María Ángeles, Porcù, Federico, Priestley, Matthew D. K., Reale, Marco, Roberts, Malcolm J., Saaroni, Hadas, Sandler, Dor, Scoccimarro, Enrico, Sprenger, Michael, and Ziv, Baruch

Abstract

Many cyclone detection and tracking methods (CDTMs) have been developed in the past to study the climatology of extratropical cyclones. However, all CDTMs have different approaches in defining and tracking cyclone centers. This naturally leads to cyclone track climatologies with inconsistent physical characteristics. More than that, it is typical for CDTMs to produce a non-negligible number of tracks of weak atmospheric features, which do not correspond to large-scale or mesoscale vortices and can differ significantly between CDTMs. Lack of consensus in CDTM outputs and the inclusion of significant numbers of uncertain tracks therein have long prohibited the production of a commonly accepted reference dataset of extratropical cyclone tracks. Such a dataset could allow comparable results on the analysis of storm track climatologies and could also contribute to the evaluation and improvement of CDTMs. To cover this gap, we present a new methodological approach that combines overlapping tracks from different CDTMs and produces composite tracks that concentrate the agreement of more than one CDTM. In this study we apply this methodology to the outputs of 10 well-established CDTMs which were originally applied to ERA5 reanalysis in the 42-year period of 1979-2020. We tested the sensitivity of our results to the spatiotemporal criteria that identify overlapping cyclone tracks, and for benchmarking reasons, we produced five reference datasets of subjectively tracked cyclones. Results show that climatological numbers of composite tracks are substantially lower than the ones of individual CDTMs, while benchmarking scores remain high (i.e., counting the number of subjectively tracked cyclones captured by the composite tracks). Our results show that composite tracks tend to describe more intense and longer-lasting cyclones with more distinguished early, mature and decay stages than the cyclone tracks produced by individual CDTMs. Ranking the composite tracks according to their

Published
2023

12. Common variants in breast cancer risk loci predispose to distinct tumor subtypes

Author

Ahearn, T. U. (Thomas U.), Zhang, H. (Haoyu), Michailidou, K. (Kyriaki), Milne, R. L. (Roger L.), Bolla, M. K. (Manjeet K.), Dennis, J. (Joe), Dunning, A. M. (Alison M.), Lush, M. (Michael), Wang, Q. (Qin), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Auer, P. L. (Paul L.), Augustinsson, A. (Annelie), Baten, A. (Adinda), Becher, H. (Heiko), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Blomqvist, C. (Carl), Bojesen, S. E. (Stig E.), Bonanni, B. (Bernardo), Borresen-Dale, A.-L. (Anne-Lise), Brauch, H. (Hiltrud), Brenner, H. (Hermann), Brooks-Wilson, A. (Angela), Bruening, T. (Thomas), Burwinkel, B. (Barbara), Buys, S. S. (Saundra S.), Canzian, F. (Federico), Castelao, J. E. (Jose E.), Chang-Claude, J. (Jenny), Chanock, S. J. (Stephen J.), Chenevix-Trench, G. (Georgia), Clarke, C. L. (Christine L.), Collee, J. M. (J. Margriet), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Daly, M. B. (Mary B.), Devilee, P. (Peter), Dork, T. (Thilo), Dwek, M. (Miriam), Eccles, D. M. (Diana M.), Evans, D. G. (D. Gareth), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Floris, G. (Giuseppe), Gago-Dominguez, M. (Manuela), Gapstur, S. M. (Susan M.), Garcia-Saenz, J. A. (Jose A.), Gaudet, M. M. (Mia M.), Giles, G. G. (Graham G.), Goldberg, M. S. (Mark S.), Gonzalez-Neira, A. (Anna), Alnaes, G. I. (Grethe I. Grenaker), Grip, M. (Mervi), Guenel, P. (Pascal), Haiman, C. A. (Christopher A.), Hall, P. (Per), Hamann, U. (Ute), Harkness, E. F. (Elaine F.), Heemskerk-Gerritsen, B. A. (Bernadette A. M.), Holleczek, B. (Bernd), Hollestelle, A. (Antoinette), Hooning, M. J. (Maartje J.), Hoover, R. N. (Robert N.), Hopper, J. L. (John L.), Howell, A. (Anthony), Jakimovska, M. (Milena), Jakubowska, A. (Anna), John, E. M. (Esther M.), Jones, M. E. (Michael E.), Jung, A. (Audrey), Kaaks, R. (Rudolf), Kauppila, S. (Saila), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kitahara, C. M. (Cari M.), Ko, Y.-D. (Yon-Dschun), Koutros, S. (Stella), Kristensen, V. N. (Vessela N.), Kruger, U. (Ute), Kubelka-Sabit, K. (Katerina), Kurian, A. W. (Allison W.), Kyriacou, K. (Kyriacos), Lambrechts, D. (Diether), Lee, D. G. (Derrick G.), Lindblom, A. (Annika), Linet, M. (Martha), Lissowska, J. (Jolanta), Llaneza, A. (Ana), Lo, W.-Y. (Wing-Yee), MacInnis, R. J. (Robert J.), Mannermaa, A. (Arto), Manoochehri, M. (Mehdi), Margolin, S. (Sara), Martinez, M. E. (Maria Elena), McLean, C. (Catriona), Meindl, A. (Alfons), Menon, U. (Usha), Nevanlinna, H. (Heli), Newman, W. G. (William G.), Nodora, J. (Jesse), Offit, K. (Kenneth), Olsson, H. (Hakan), Orr, N. (Nick), Park-Simon, T.-W. (Tjoung-Won), Patel, A. V. (Alpa, V), Peto, J. (Julian), Pita, G. (Guillermo), Plaseska-Karanfilska, D. (Dijana), Prentice, R. (Ross), Punie, K. (Kevin), Pylkas, K. (Katri), Radice, P. (Paolo), Rennert, G. (Gad), Romero, A. (Atocha), Ruediger, T. (Thomas), Saloustros, E. (Emmanouil), Sampson, S. (Sarah), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmutzler, R. K. (Rita K.), Schoemaker, M. J. (Minouk J.), Schottker, B. (Ben), Sherman, M. E. (Mark E.), Shu, X.-O. (Xiao-Ou), Smichkoska, S. (Snezhana), Southey, M. C. (Melissa C.), Spinelli, J. J. (John J.), Swerdlow, A. J. (Anthony J.), Tamimi, R. M. (Rulla M.), Tapper, W. J. (William J.), Taylor, J. A. (Jack A.), Teras, L. R. (Lauren R.), Terry, M. B. (Mary Beth), Torres, D. (Diana), Troester, M. A. (Melissa A.), Vachon, C. M. (Celine M.), van Deurzen, C. H. (Carolien H. M.), van Veen, E. M. (Elke M.), Wagner, P. (Philippe), Weinberg, C. R. (Clarice R.), Wendt, C. (Camilla), Wesseling, J. (Jelle), Winqvist, R. (Robert), Wolk, A. (Alicja), Yang, X. R. (Xiaohong R.), Zheng, W. (Wei), Couch, F. J. (Fergus J.), Simard, J. (Jacques), Kraft, P. (Peter), Easton, D. F. (Douglas F.), Pharoah, P. D. (Paul D. P.), Schmidt, M. K. (Marjanka K.), Garcia-Closas, M. (Montserrat), Chatterjee, N. (Nilanjan), Ahearn, T. U. (Thomas U.), Zhang, H. (Haoyu), Michailidou, K. (Kyriaki), Milne, R. L. (Roger L.), Bolla, M. K. (Manjeet K.), Dennis, J. (Joe), Dunning, A. M. (Alison M.), Lush, M. (Michael), Wang, Q. (Qin), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Auer, P. L. (Paul L.), Augustinsson, A. (Annelie), Baten, A. (Adinda), Becher, H. (Heiko), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Blomqvist, C. (Carl), Bojesen, S. E. (Stig E.), Bonanni, B. (Bernardo), Borresen-Dale, A.-L. (Anne-Lise), Brauch, H. (Hiltrud), Brenner, H. (Hermann), Brooks-Wilson, A. (Angela), Bruening, T. (Thomas), Burwinkel, B. (Barbara), Buys, S. S. (Saundra S.), Canzian, F. (Federico), Castelao, J. E. (Jose E.), Chang-Claude, J. (Jenny), Chanock, S. J. (Stephen J.), Chenevix-Trench, G. (Georgia), Clarke, C. L. (Christine L.), Collee, J. M. (J. Margriet), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Daly, M. B. (Mary B.), Devilee, P. (Peter), Dork, T. (Thilo), Dwek, M. (Miriam), Eccles, D. M. (Diana M.), Evans, D. G. (D. Gareth), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Floris, G. (Giuseppe), Gago-Dominguez, M. (Manuela), Gapstur, S. M. (Susan M.), Garcia-Saenz, J. A. (Jose A.), Gaudet, M. M. (Mia M.), Giles, G. G. (Graham G.), Goldberg, M. S. (Mark S.), Gonzalez-Neira, A. (Anna), Alnaes, G. I. (Grethe I. Grenaker), Grip, M. (Mervi), Guenel, P. (Pascal), Haiman, C. A. (Christopher A.), Hall, P. (Per), Hamann, U. (Ute), Harkness, E. F. (Elaine F.), Heemskerk-Gerritsen, B. A. (Bernadette A. M.), Holleczek, B. (Bernd), Hollestelle, A. (Antoinette), Hooning, M. J. (Maartje J.), Hoover, R. N. (Robert N.), Hopper, J. L. (John L.), Howell, A. (Anthony), Jakimovska, M. (Milena), Jakubowska, A. (Anna), John, E. M. (Esther M.), Jones, M. E. (Michael E.), Jung, A. (Audrey), Kaaks, R. (Rudolf), Kauppila, S. (Saila), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kitahara, C. M. (Cari M.), Ko, Y.-D. (Yon-Dschun), Koutros, S. (Stella), Kristensen, V. N. (Vessela N.), Kruger, U. (Ute), Kubelka-Sabit, K. (Katerina), Kurian, A. W. (Allison W.), Kyriacou, K. (Kyriacos), Lambrechts, D. (Diether), Lee, D. G. (Derrick G.), Lindblom, A. (Annika), Linet, M. (Martha), Lissowska, J. (Jolanta), Llaneza, A. (Ana), Lo, W.-Y. (Wing-Yee), MacInnis, R. J. (Robert J.), Mannermaa, A. (Arto), Manoochehri, M. (Mehdi), Margolin, S. (Sara), Martinez, M. E. (Maria Elena), McLean, C. (Catriona), Meindl, A. (Alfons), Menon, U. (Usha), Nevanlinna, H. (Heli), Newman, W. G. (William G.), Nodora, J. (Jesse), Offit, K. (Kenneth), Olsson, H. (Hakan), Orr, N. (Nick), Park-Simon, T.-W. (Tjoung-Won), Patel, A. V. (Alpa, V), Peto, J. (Julian), Pita, G. (Guillermo), Plaseska-Karanfilska, D. (Dijana), Prentice, R. (Ross), Punie, K. (Kevin), Pylkas, K. (Katri), Radice, P. (Paolo), Rennert, G. (Gad), Romero, A. (Atocha), Ruediger, T. (Thomas), Saloustros, E. (Emmanouil), Sampson, S. (Sarah), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmutzler, R. K. (Rita K.), Schoemaker, M. J. (Minouk J.), Schottker, B. (Ben), Sherman, M. E. (Mark E.), Shu, X.-O. (Xiao-Ou), Smichkoska, S. (Snezhana), Southey, M. C. (Melissa C.), Spinelli, J. J. (John J.), Swerdlow, A. J. (Anthony J.), Tamimi, R. M. (Rulla M.), Tapper, W. J. (William J.), Taylor, J. A. (Jack A.), Teras, L. R. (Lauren R.), Terry, M. B. (Mary Beth), Torres, D. (Diana), Troester, M. A. (Melissa A.), Vachon, C. M. (Celine M.), van Deurzen, C. H. (Carolien H. M.), van Veen, E. M. (Elke M.), Wagner, P. (Philippe), Weinberg, C. R. (Clarice R.), Wendt, C. (Camilla), Wesseling, J. (Jelle), Winqvist, R. (Robert), Wolk, A. (Alicja), Yang, X. R. (Xiaohong R.), Zheng, W. (Wei), Couch, F. J. (Fergus J.), Simard, J. (Jacques), Kraft, P. (Peter), Easton, D. F. (Douglas F.), Pharoah, P. D. (Paul D. P.), Schmidt, M. K. (Marjanka K.), Garcia-Closas, M. (Montserrat), and Chatterjee, N. (Nilanjan)

Abstract

Background: Genome-wide association studies (GWAS) have identified multiple common breast cancer susceptibility variants. Many of these variants have differential associations by estrogen receptor (ER) status, but how these variants relate with other tumor features and intrinsic molecular subtypes is unclear. Methods: Among 106,571 invasive breast cancer cases and 95,762 controls of European ancestry with data on 173 breast cancer variants identified in previous GWAS, we used novel two-stage polytomous logistic regression models to evaluate variants in relation to multiple tumor features (ER, progesterone receptor (PR), human epidermal growth factor receptor 2 (HER2) and grade) adjusting for each other, and to intrinsic-like subtypes. Results: Eighty-five of 173 variants were associated with at least one tumor feature (false discovery rate < 5%), most commonly ER and grade, followed by PR and HER2. Models for intrinsic-like subtypes found nearly all of these variants (83 of 85) associated at p < 0.05 with risk for at least one luminal-like subtype, and approximately half (41 of 85) of the variants were associated with risk of at least one non-luminal subtype, including 32 variants associated with triple-negative (TN) disease. Ten variants were associated with risk of all subtypes in different magnitude. Five variants were associated with risk of luminal A-like and TN subtypes in opposite directions. Conclusion: This report demonstrates a high level of complexity in the etiology heterogeneity of breast cancer susceptibility variants and can inform investigations of subtype-specific risk prediction.

Published
2022

13. Rare germline copy number variants (CNVs) and breast cancer risk

Author

Dennis, J. (Joe), Tyrer, J. P. (Jonathan P.), Walker, L. C. (Logan C.), Michailidou, K. (Kyriaki), Dorling, L. (Leila), Bolla, M. K. (Manjeet K.), Wang, Q. (Qin), Ahearn, T. U. (Thomas U.), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Antonenkova, N. N. (Natalia N.), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Freeman, L. E. (Laura E. Beane), Beckmann, M. W. (Matthias W.), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Bogdanova, N. V. (Natalia, V), Bojesen, S. E. (Stig E.), Brenner, H. (Hermann), Castelao, J. E. (Jose E.), Chang-Claude, J. (Jenny), Chenevix-Trench, G. (Georgia), Clarke, C. L. (Christine L.), N. C. (NBCS Collaborators), Collee, J. M. (J. Margriet), C. C. (CTS Consortium), Couch, F. J. (Fergus J.), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Devilee, P. (Peter), Dörk, T. (Thilo), Dossus, L. (Laure), Eliassen, A. H. (A. Heather), Eriksson, M. (Mikael), Evans, D. G. (D. Gareth), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Fletcher, O. (Olivia), Flyger, H. (Henrik), Fritschi, L. (Lin), Gabrielson, M. (Marike), Gago-Dominguez, M. (Manuela), Garcia-Closas, M. (Montserrat), Giles, G. G. (Graham G.), Gonzalez-Neira, A. (Anna), Guenel, P. (Pascal), Hahnen, E. (Eric), Haiman, C. A. (Christopher A.), Hall, P. (Per), Hollestelle, A. (Antoinette), Hoppe, R. (Reiner), Hopper, J. L. (John L.), Howell, A. (Anthony), A. I. (ABCTB Investigators), k. I. (kConFab/AOCS Investigators), Jager, A. (Agnes), Jakubowska, A. (Anna), John, E. M. (Esther M.), Johnson, N. (Nichola), Jones, M. E. (Michael E.), Jung, A. (Audrey), Kaaks, R. (Rudolf), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kitahara, C. M. (Cari M.), Ko, Y.-D. (Yon-Dschun), Kosma, V.-M. (Veli-Matti), Koutros, S. (Stella), Kraft, P. (Peter), Kristensen, V. N. (Vessela N.), Kubelka-Sabit, K. (Katerina), Kurian, A. W. (Allison W.), Lacey, J. V. (James, V), Lambrechts, D. (Diether), Larson, N. L. (Nicole L.), Linet, M. (Martha), Ogrodniczak, A. (Alicja), Mannermaa, A. (Arto), Manoukian, S. (Siranoush), Margolin, S. (Sara), Mavroudis, D. (Dimitrios), Milne, R. L. (Roger L.), Muranen, T. A. (Taru A.), Murphy, R. A. (Rachel A.), Nevanlinna, H. (Heli), Olson, J. E. (Janet E.), Olsson, H. (Hakan), Park-Simon, T.-W. (Tjoung-Won), Perou, C. M. (Charles M.), Peterlongo, P. (Paolo), Plaseska-Karanfilska, D. (Dijana), Pylkas, K. (Katri), Rennert, G. (Gad), Saloustros, E. (Emmanouil), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmidt, M. K. (Marjanka K.), Schmutzler, R. K. (Rita K.), Shibli, R. (Rana), Smeets, A. (Ann), Soucy, P. (Penny), Southey, M. C. (Melissa C.), Swerdlow, A. J. (Anthony J.), Tamimi, R. M. (Rulla M.), Taylor, J. A. (Jack A.), Teras, L. R. (Lauren R.), Terry, M. B. (Mary Beth), Tomlinson, I. (Ian), Troester, M. A. (Melissa A.), Truong, T. (Therese), Vachon, C. M. (Celine M.), Wendt, C. (Camilla), Winqvist, R. (Robert), Wolk, A. (Alicja), Yang, X. R. (Xiaohong R.), Zheng, W. (Wei), Ziogas, A. (Argyrios), Simard, J. (Jacques), Dunning, A. M. (Alison M.), Pharoah, P. D. (Paul D. P.), Easton, D. F. (Douglas F.), Dennis, J. (Joe), Tyrer, J. P. (Jonathan P.), Walker, L. C. (Logan C.), Michailidou, K. (Kyriaki), Dorling, L. (Leila), Bolla, M. K. (Manjeet K.), Wang, Q. (Qin), Ahearn, T. U. (Thomas U.), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Antonenkova, N. N. (Natalia N.), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Freeman, L. E. (Laura E. Beane), Beckmann, M. W. (Matthias W.), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Bogdanova, N. V. (Natalia, V), Bojesen, S. E. (Stig E.), Brenner, H. (Hermann), Castelao, J. E. (Jose E.), Chang-Claude, J. (Jenny), Chenevix-Trench, G. (Georgia), Clarke, C. L. (Christine L.), N. C. (NBCS Collaborators), Collee, J. M. (J. Margriet), C. C. (CTS Consortium), Couch, F. J. (Fergus J.), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Devilee, P. (Peter), Dörk, T. (Thilo), Dossus, L. (Laure), Eliassen, A. H. (A. Heather), Eriksson, M. (Mikael), Evans, D. G. (D. Gareth), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Fletcher, O. (Olivia), Flyger, H. (Henrik), Fritschi, L. (Lin), Gabrielson, M. (Marike), Gago-Dominguez, M. (Manuela), Garcia-Closas, M. (Montserrat), Giles, G. G. (Graham G.), Gonzalez-Neira, A. (Anna), Guenel, P. (Pascal), Hahnen, E. (Eric), Haiman, C. A. (Christopher A.), Hall, P. (Per), Hollestelle, A. (Antoinette), Hoppe, R. (Reiner), Hopper, J. L. (John L.), Howell, A. (Anthony), A. I. (ABCTB Investigators), k. I. (kConFab/AOCS Investigators), Jager, A. (Agnes), Jakubowska, A. (Anna), John, E. M. (Esther M.), Johnson, N. (Nichola), Jones, M. E. (Michael E.), Jung, A. (Audrey), Kaaks, R. (Rudolf), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kitahara, C. M. (Cari M.), Ko, Y.-D. (Yon-Dschun), Kosma, V.-M. (Veli-Matti), Koutros, S. (Stella), Kraft, P. (Peter), Kristensen, V. N. (Vessela N.), Kubelka-Sabit, K. (Katerina), Kurian, A. W. (Allison W.), Lacey, J. V. (James, V), Lambrechts, D. (Diether), Larson, N. L. (Nicole L.), Linet, M. (Martha), Ogrodniczak, A. (Alicja), Mannermaa, A. (Arto), Manoukian, S. (Siranoush), Margolin, S. (Sara), Mavroudis, D. (Dimitrios), Milne, R. L. (Roger L.), Muranen, T. A. (Taru A.), Murphy, R. A. (Rachel A.), Nevanlinna, H. (Heli), Olson, J. E. (Janet E.), Olsson, H. (Hakan), Park-Simon, T.-W. (Tjoung-Won), Perou, C. M. (Charles M.), Peterlongo, P. (Paolo), Plaseska-Karanfilska, D. (Dijana), Pylkas, K. (Katri), Rennert, G. (Gad), Saloustros, E. (Emmanouil), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmidt, M. K. (Marjanka K.), Schmutzler, R. K. (Rita K.), Shibli, R. (Rana), Smeets, A. (Ann), Soucy, P. (Penny), Southey, M. C. (Melissa C.), Swerdlow, A. J. (Anthony J.), Tamimi, R. M. (Rulla M.), Taylor, J. A. (Jack A.), Teras, L. R. (Lauren R.), Terry, M. B. (Mary Beth), Tomlinson, I. (Ian), Troester, M. A. (Melissa A.), Truong, T. (Therese), Vachon, C. M. (Celine M.), Wendt, C. (Camilla), Winqvist, R. (Robert), Wolk, A. (Alicja), Yang, X. R. (Xiaohong R.), Zheng, W. (Wei), Ziogas, A. (Argyrios), Simard, J. (Jacques), Dunning, A. M. (Alison M.), Pharoah, P. D. (Paul D. P.), and Easton, D. F. (Douglas F.)

Abstract

Germline copy number variants (CNVs) are pervasive in the human genome but potential disease associations with rare CNVs have not been comprehensively assessed in large datasets. We analysed rare CNVs in genes and non-coding regions for 86,788 breast cancer cases and 76,122 controls of European ancestry with genome-wide array data. Gene burden tests detected the strongest association for deletions in BRCA1 (P = 3.7E-18). Nine other genes were associated with a p-value < 0.01 including known susceptibility genes CHEK2 (P = 0.0008), ATM (P = 0.002) and BRCA2 (P = 0.008). Outside the known genes we detected associations with p-values < 0.001 for either overall or subtype-specific breast cancer at nine deletion regions and four duplication regions. Three of the deletion regions were in established common susceptibility loci. To the best of our knowledge, this is the first genome-wide analysis of rare CNVs in a large breast cancer case-control dataset. We detected associations with exonic deletions in established breast cancer susceptibility genes. We also detected suggestive associations with non-coding CNVs in known and novel loci with large effects sizes. Larger sample sizes will be required to reach robust levels of statistical significance.

Published
2022

18. Manifestations of Competition and Quasi-Competition of Russian Universities in the Struggle to Attract Applicants

Author

Sandler, D. G.

Subjects
КОНКУРЕНТОСПОСОБНОСТЬ, РЕГИОНАЛЬНЫЕ УНИВЕРСИТЕТЫ, EFFICIENCY, LEADING UNIVERSITIES, REGIONAL UNIVERSITIES, КВАЗИКОНКУРЕНЦИЯ, QUASI-COMPETITION, COMPETITION, COMPETITIVENESS, ЭФФЕКТИВНОСТЬ, КОНКУРЕНЦИЯ, ВЕДУЩИЕ УНИВЕРСИТЕТЫ
Abstract

Globalization and the development of the knowledge economy increase competition in the higher education market. Improving the competitiveness of higher education in the world market in the second decade of the 21st century has officially become a project to be implemented by the state. In this regard, it is extremely important to study the competition among and competitiveness of universities. The purpose of this study is to substantiate the existence of quasi-competition among Russian universities and assess its impact on improving the efficiency of Russian higher education. The research hypothesis is that despite the inequality in the system of higher education, there is quasi-competition, not only within the groups of leading universities at the federal level and among regional universities, but also against everyone, and this competition increases the efficiency of the system as a whole. Particular attention is paid to such specific feature of university competition as competition for public funding, competition in a regulated market with high concentration and even monopoly. As a practical case for studying the competition of universities, the fight for applicants is considered as a vivid manifestation of competition. The information base of the study is the results of annual surveys of applicants of Ural Federal University. The main method of research is the economic and mathematical analysis of the results of surveys of graduates. It is concluded that the quasi-competition model best describes the established higher education markets. The Russian system of higher education operates under the dominance of state funding and quasi-market competition. An important aspect of the study is to identify the relationship between competition in the field of higher education and university funding. Competition between universities increases financial inequality in the higher education system. At the same time, in a number of areas, especially in terms of preparing bachelors, regional universities can compete with leading universities. The influence of competition on the higher education system contributes to the increase in the efficiency of universities through their struggle for a limited set of resources. An interesting practical finding of the study, which can be useful when planning admission campaigns, is that price competition for undergraduate applicants is inferior to competition for the quality of education in the campaign to attract students to master’s programs. Глобализация и развитие экономики знаний повышает конкуренцию на рынке высшего образования. Рост конкурентоспособности высшего образования на мировом рынке во втором десятилетии XXI века стало официальной государственной задачей. В этой связи исследование вопросов конкуренции и конкурентоспособности университетов чрезвычайно актуально. Целью исследования является обоснование наличия и специфики квазиконкуренции российских университетов и оценка ее влияния на повышение эффективности российского высшего образования. Исследовательская гипотеза состоит в том, что, несмотря на неравенство в системе высшего образования, квазиконкуренция присутствует, причем не только внутри групп ведущих университетов на федеральном уровне и между региональными вузами, но и всех против всех, и эта конкуренция повышает эффективность системы в целом, но при этом детерминирована национальными целями и федеральными проектами. Особое внимание уделено такой специфике конкуренции университетов, как конкуренция за государственное финансирование, конкуренция на регулируемом рынке с высокой концентрацией и даже монополизмом. В качестве практического кейса для исследования конкуренции университетов рассмотрена борьба за абитуриентов как яркое проявление конкуренции. Информационной базой исследования являются результаты ежегодных опросов абитуриентов Уральского федерального университета. Основным методом исследования является экономико-математический анализ результатов опросов выпускников. Сделан вывод, что модель квазиконкуренции лучше всего описывает сложившиеся рынки высшего образования. Российская система высшего образования действует в условиях доминирования государственного финансирования и квазирыночной конкуренции. Важным аспектом исследования является выявление взаимосвязи конкуренции в сфере высшего образования и финансирования вузов. Конкуренция между вузами усиливает финансовое неравенство в системе высшего образования. В тоже время по ряду направлений, особенно в части подготовки бакалавров региональные вузы могут составить конкуренцию ведущим университетам. Влияние конкуренции на систему высшего образования способствует повышению эффективности вузов за счет борьбы за ограниченный набор ресурсов. Интересным практическим выводом исследования, применимым при планировании приемных кампаний, является то, что ценовая конкуренция за абитуриентов бакалавриата уступает конкуренции за качество образования при борьбе за привлечение студентов в магистратуру. Глобализация и развитие экономики знаний повышает конкуренцию на рынке высшего образования. Рост конкурентоспособности высшего образования на мировом рынке во втором десятилетии XXI века стало официальной государственной задачей. В этой связи исследование вопросов конкуренции и конкурентоспособности университетов чрезвычайно актуально. Целью исследования является обоснование наличия и специфики квазиконкуренции российских университетов и оценка ее влияния на повышение эффективности российского высшего образования. Исследовательская гипотеза состоит в том, что, несмотря на неравенство в системе высшего образования, квазиконкуренция присутствует, причем не только внутри групп ведущих университетов на федеральном уровне и между региональными вузами, но и всех против всех, и эта конкуренция повышает эффективность системы в целом, но при этом детерминирована национальными целями и федеральными проектами. Особое внимание уделено такой специфике конкуренции университетов, как конкуренция за государственное финансирование, конкуренция на регулируемом рынке с высокой концентрацией и даже монополизмом. В качестве практического кейса для исследования конкуренции университетов рассмотрена борьба за абитуриентов как яркое проявление конкуренции. Информационной базой исследования являются результаты ежегодных опросов абитуриентов Уральского федерального университета. Основным методом исследования является экономико-математический анализ результатов опросов выпускников. Сделан вывод, что модель квазиконкуренции лучше всего описывает сложившиеся рынки высшего образования. Российская система высшего образования действует в условиях доминирования государственного финансирования и квазирыночной конкуренции. Важным аспектом исследования является выявление взаимосвязи конкуренции в сфере высшего образования и финансирования вузов. Конкуренция между вузами усиливает финансовое неравенство в системе высшего образования. В тоже время по ряду направлений, особенно в части подготовки бакалавров региональные вузы могут составить конкуренцию ведущим университетам. Влияние конкуренции на систему высшего образования способствует повышению эффективности вузов за счет борьбы за ограниченный набор ресурсов. Интересным практическим выводом исследования, применимым при планировании приемных кампаний, является то, что ценовая конкуренция за абитуриентов бакалавриата уступает конкуренции за качество образования при борьбе за привлечение студентов в магистратуру.

Published
2022

25. A Year after the Outbreak of COVID-19: Applicants’ Perception of Higher Education Quality in the Context of Digitalization and Blended Learning

Author

Agarkov, G. A., Sandler, D. G., and Sushchenko, A. D.

Subjects
BLENDED LEARNING, DIGITALIZATION OF EDUCATION, APPLICANTS’ EXPECTATIONS, DETERMINANT FACTORS OF APPLICANTS’ ATTITUDES TOWARDS LEARNING FORMATS, COVID-19, ONLINE LEARNING, QUALITY IN HIGHER EDUCATION, TRADITIONAL LEARNING
Abstract

Introduction. The forced transition of Russian universities to distance learning in 2020 and accelerated digital transformation of educational processes in higher education are the first effects of the COVID-19 pandemic. A key aspect of measuring higher education quality is the perception of its formats by students as university change agents. The aim of the study is to identify the factors that determine the applicants’ positive attitude to learning that includes online elements in the context of the Russian universities’ transition to the blended learning model. Materials and Methods. The empirical base of the research includes the results of an online sociological survey conducted among the applicants for Ural Federal University undergraduate and graduate programmes in 2021. The methods of classification, factor analysis, and coefficients of pair correlations were applied. Additionally, for comparison, data from 2015 for a similar sample (1st year bachelor’s degree students) were used. Results. Positive attitudes towards online and blended learning are gradually increasing. The factor analysis of data from 2021 showed that applicants who support the online and blended learning include: those aspiring for master’s degree upon completing their bachelor’s degree course; those who choose their degree field rationally – men who apply for a state-funded education in any Russian university (including participants of federal contests – ‘Academic Olympics’). The above groups are formed mainly under the influence of external factors. Another group includes those oriented towards self-realization – women who choose their degree field relying on their personal inclinations for a future profession (the influence of internal factors). Discussion and Conclusion. The research results contribute to the development of scientific ideas about the blended learning model and emphasize the value of institutional research based on feedback from university students for making informed management decisions on change. The materials of the paper will be useful when designing the educational process in the Russian universities’ transition to the blended learning model. © 2021 National Research Ogarev Mordovia State University. All rights reserved. Funding: The work was supported by Act211 Government of the Russian Federation, contract No. 02.A03.21.0006.

Published
2021

26. Не только опыт вторичной занятости в вузе: роль высшего образования в снижении прекаризации занятости молодых специалистов

Author

Sushchenko, A. D., Tarasyev, A. A., and Sandler, D. G.

Subjects
FINANCIAL SUCCESS, PRECARIOUS EMPLOYMENT DURING PANDEMIC, PROFESSIONAL TRAJECTORIES, UNIVERSITY GRADUATES, LABOR PRECARISATION, EDUCATIONAL TRAJECTORIES AFTER HIGHER EDUCATION, HIGHER EDUCATION
Abstract

Introduction. In the context of the instability of the labor market affected by the pandemic, the interest of the state and society to the problem of deregulation of labor relations is increasing. One of the most vulnerable social groups is young professionals who have just graduated from university and do not have significant experience of interacting with employers. The purpose of the article is to study the processes of precarization of youth employment by assessing and identifying the orientation of professional and educational trajectories of university graduates belonging to the precariat in the context of their failure or success. Materials and methods. The monitoring of university graduates employed in the Ural region and beyond in 2018-2021 is used. The empirical material includes survey data (5213 full-time bachelors and masters) and administrative data. Methods of classification and factor analysis (allocation of the principal components) are applied. Results. The classification of the precariat (34.3% in the graduation structure) is proposed, including freelancers (0.9%), IT specialists (6.9%) employed on a part-time basis (6.5%), foreign students (1.5%) continuing their studies from among the unemployed (7.0%), unemployed graduates (8.6%), graduates employed in outsourcing and a mixed type of the listed groups (2.9%). Three groups of factors determining the specifics of the formation of the precariat among young professionals were identified: external factors – (1) the rate in the behavior strategy for rapid integration in the labor market (the significance of the high salary factor = 0.683); (2) the development of a career trajectory (the significance of the factor of having subordinates = 0.784, significance of having a managerial position = 0.722); internal factors – (3) orientation to self-realization in professional activity, deepening of competencies (the significance of the factor of continuing training = 0.648). Secondary employment at the university helps graduates immediately after graduation to reduce the risk of unemployment, to achieve faster integration in the labor market (among employed precariates – 85% combined work and study at the university, among the unemployed the share was 63%), but it is not a differentiating factor in determining the principal components. The focus of higher education (in particular, IT specialties, mathematics and engineering) largely determines the financial success in the group of unstable employees. Conclusions. In the modern conditions of the labor market, the precariat cannot strictly be called an unsuccessful social group. The advantage of the unstable employed graduates is that they are able to adapt to the uncertainty of the labor market by choosing flexible forms of employment, sometimes even without losing in wages, career trajectory, enhancement of their competencies, constantly updating knowledge, skills, self-realization in professional activity. © 2021 LLC Ecological Help. All rights reserved.

Published
2021

27. CYP3A7*1C allele:linking premenopausal oestrone and progesterone levels with risk of hormone receptor-positive breast cancers

Author

Johnson, N. (Nichola), Maguire, S. (Sarah), Morra, A. (Anna), Kapoor, P. M. (Pooja Middha), Tomczyk, K. (Katarzyna), Jones, M. E. (Michael E.), Schoemaker, M. J. (Minouk J.), Gilham, C. (Clare), Bolla, M. K. (Manjeet K.), Wang, Q. (Qin), Dennis, J. (Joe), Ahearn, T. U. (Thomas U.), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Antonenkova, N. N. (Natalia N.), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Augustinsson, A. (Annelie), Baynes, C. (Caroline), Freeman, L. E. (Laura E. Beane), Beckmann, M. W. (Matthias W.), Benitez, J. (Javier), Bermisheva, M. (Marina), Blomqvist, C. (Carl), Boeckx, B. (Bram), Bogdanova, N. V. (Natalia V.), Bojesen, S. E. (Stig E.), Brauch, H. (Hiltrud), Brenner, H. (Hermann), Burwinkel, B. (Barbara), Campa, D. (Daniele), Canzian, F. (Federico), Castelao, J. E. (Jose E.), Chanock, S. J. (Stephen J.), Chenevix-Trench, G. (Georgia), Clarke, C. L. (Christine L.), Conroy, D. M. (Don M.), Couch, F. J. (Fergus J.), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Doerk, T. (Thilo), Eliassen, A. H. (A. Heather), Engel, C. (Christoph), Evans, D. G. (D. Gareth), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Floris, G. (Giuseppe), Flyger, H. (Henrik), Gago-Dominguez, M. (Manuela), Gapstur, S. M. (Susan M.), Garcia-Closas, M. (Montserrat), Gaudet, M. M. (Mia M.), Giles, G. G. (Graham G.), Goldberg, M. S. (Mark S.), Gonzalez-Neira, A. (Anna), Guenel, P. (Pascal), Hahnen, E. (Eric), Haiman, C. A. (Christopher A.), Hakansson, N. (Niclas), Hall, P. (Per), Hamann, U. (Ute), Harrington, P. A. (Patricia A.), Hart, S. N. (Steven N.), Hooning, M. J. (Maartje J.), Hopper, J. L. (John L.), Howell, A. (Anthony), Hunter, D. J. (David J.), Jager, A. (Agnes), Jakubowska, A. (Anna), John, E. M. (Esther M.), Kaaks, R. (Rudolf), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kitahara, C. M. (Cari M.), Kosma, V.-M. (Veli-Matti), Koutros, S. (Stella), Kraft, P. (Peter), Kristensen, V. N. (Vessela N.), Kurian, A. W. (Allison W.), Lambrechts, D. (Diether), Le Marchand, L. (Loic), Linet, M. (Martha), Lubinski, J. (Jan), Mannermaa, A. (Arto), Manoukian, S. (Siranoush), Margolin, S. (Sara), Martens, J. W. (John W. M.), Mavroudis, D. (Dimitrios), Mayes, R. (Rebecca), Meindl, A. (Alfons), Milne, R. L. (Roger L.), Neuhausen, S. L. (Susan L.), Nevanlinna, H. (Heli), Newman, W. G. (William G.), Nielsen, S. F. (Sune F.), Nordestgaard, B. G. (Borge G.), Obi, N. (Nadia), Olshan, A. F. (Andrew F.), Olson, J. E. (Janet E.), Olsson, H. (Hakan), Orban, E. (Ester), Park-Simon, T.-W. (Tjoung-Won), Peterlongo, P. (Paolo), Plaseska-Karanfilska, D. (Dijana), Pylkäs, K. (Katri), Rennert, G. (Gad), Rennert, H. S. (Hedy S.), Ruddy, K. J. (Kathryn J.), Saloustros, E. (Emmanouil), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmutzler, R. K. (Rita K.), Scott, C. (Christopher), Shu, X.-O. (Xiao-Ou), Simard, J. (Jacques), Smichkoska, S. (Snezhana), Sohn, C. (Christof), Southey, M. C. (Melissa C.), Spinelli, J. J. (John J.), Stone, J. (Jennifer), Tamimi, R. M. (Rulla M.), Taylor, J. A. (Jack A.), Tollenaar, R. A. (Rob A. E. M.), Tomlinson, I. (Ian), Troester, M. A. (Melissa A.), Truong, T. (Therese), Vachon, C. M. (Celine M.), van Veen, E. M. (Elke M.), Wang, S. S. (Sophia S.), Weinberg, C. R. (Clarice R.), Wendt, C. (Camilla), Wildiers, H. (Hans), Winqvist, R. (Robert), Wolk, A. (Alicja), Zheng, W. (Wei), Ziogas, A. (Argyrios), Dunning, A. M. (Alison M.), Pharoah, P. D. (Paul D. P.), Easton, D. F. (Douglas F.), Howie, A. F. (A. Forbes), Peto, J. (Julian), dos-Santos-Silva, I. (Isabel), Swerdlow, A. J. (Anthony J.), Chang-Claude, J. (Jenny), Schmidt, M. K. (Marjanka K.), Orr, N. (Nick), and Fletcher, O. (Olivia)

Abstract

Background: Epidemiological studies provide strong evidence for a role of endogenous sex hormones in the aetiology of breast cancer. The aim of this analysis was to identify genetic variants that are associated with urinary sex-hormone levels and breast cancer risk. Methods: We carried out a genome-wide association study of urinary oestrone-3-glucuronide and pregnanediol-3-glucuronide levels in 560 premenopausal women, with additional analysis of progesterone levels in 298 premenopausal women. To test for the association with breast cancer risk, we carried out follow-up genotyping in 90,916 cases and 89,893 controls from the Breast Cancer Association Consortium. All women were of European ancestry. Results: For pregnanediol-3-glucuronide, there were no genome-wide significant associations; for oestrone-3-glucuronide, we identified a single peak mapping to the CYP3A locus, annotated by rs45446698. The minor rs45446698-C allele was associated with lower oestrone-3-glucuronide (−49.2%, 95% CI −56.1% to −41.1%, P = 3.1 × 10⁻¹⁸); in follow-up analyses, rs45446698-C was also associated with lower progesterone (−26.7%, 95% CI −39.4% to −11.6%, P = 0.001) and reduced risk of oestrogen and progesterone receptor-positive breast cancer (OR = 0.86, 95% CI 0.82–0.91, P = 6.9 × 10⁻¹⁸). Conclusions: The CYP3A7*1C allele is associated with reduced risk of hormone receptor-positive breast cancer possibly mediated via an effect on the metabolism of endogenous sex hormones in premenopausal women.

Published
2021

28. UNIVERSITY CORE PROCESSES MODEL THROUGH THE LENS OF PERSONIFICATION IN TERTIARY STUDY

Author

Sandler, D. G.

Subjects
ПРОФЕССИОНАЛЬНАЯ ТРАЕКТОРИЯ, УСПЕШНОСТЬ ВЫПУСКНИКА, УСПЕШНОЕ ТРУДОУСТРОЙСТВО, ИНДИВИДУАЛЬНАЯ ТРАЕКТОРИЯ СТУДЕНТА, PROFESSIONAL PATH, КОНКУРЕНТОСПОСОБНОСТЬ УНИВЕРСИТЕТА, GRADUATE SUCCESS, SUCCESSFUL EMPLOYMENT, UNIVERSITY COMPETITIVENESS, STUDENT'S INDIVIDUAL PATH, HIGHER EDUCATION, ВЫСШЕЕ ОБРАЗОВАНИЕ
Abstract

Personification is a challenging task for today’s universities, and their tradition-based internal processes in the first instance. This study aims to develop methodological approaches and instruments applicable to top-level organizational processes within the university. In the framework of this process-based model, a university key objective is to gain competitive edge and enable alignment of its core stakeholders’ interests. The modeling we conducted conveys that the scale of necessary organizational change exceeds the universities’ readiness to make it happen. The only way to fix this problem is to create a framework of information services, structured in a way to meet particular interests of various stakeholders’ groups. Тренд на персонификацию образования стал вызовом для современных вузов, прежде всего, для их процессов, основанных на традициях. В данном исследовании, нашей задачей является разработка методических подходов и инструментов к верхнеуровневой организации основных процессов деятельности университета. Цель вуза в построенной нами процессной модели - обеспечить конкурентоспособность университета и создать условия для согласования интересов ключевых стейкхолдеров. Основной вывод из проведенного моделирования – количество необходимых оргизменений превышает готовность большинства вузов к изменениям. Единственный возможный путь решения проблемы – создание оболочки информационных сервисов, гибко структурированных под конкретные группы стейкхолдеров.

Published
2021

29. A Dynamic Forecasting Model for Scientific Migration in the Region

Author

Тарасьев, A. A., Sudakova, A. E., Tarasyev, A. A., and Sandler, D. G.

Subjects
ТЕОРИЯ ИГР, ПРОГНОЗИРОВАНИЕ МИГРАЦИИ УЧЕНЫХ, ДИНАМИЧЕСКОЕ МОДЕЛИРОВАНИЕ, МОБИЛЬНОСТЬ, МИГРАЦИЯ УЧЕНЫХ, УТЕЧКА МОЗГОВ, ФАКТОРЫ МИГРАЦИИ, MIGRATION OF SCIENTISTS, MOBILITY, MIGRATION, BRAIN DRAIN, PULL AND PUSH FACTORS, DYNAMIC MODELING, FORECASTING OF SCIENTIFIC MIGRATION, GAME THEORY, МИГРАЦИЯ
Abstract

Миграция населения привлекает к себе внимание не одно десятилетие. В зависимости от характеристик и направления она несет разные последствия для стран, при этом правительства разных стран ищут решения по регулированию ее потоков. Цель данного исследования - классифицировать факторы, способствующие миграции (pull-push), на основе анализа существующих кейсов, построить модель прогнозирования миграции c учетом количественной интерпретации pullpush-факторов. В целом можно отметить консервативность факторов миграции независимо от страны проживания, их основные отличия - сочетаемость и иерархичность. Среди наиболее частых факторов отмечаются ожидание увеличения дохода, улучшение качества жизни, важность профессиональных составляющих. Но вместе с тем наблюдается некоторая закономерность: достигая определенного материального, экономического блага (удовлетворенность уровнем дохода в стране отправления) мигрант начинает уделять большее внимание нематериальным / неэкономическим благам (качество жизни, инфраструктура и др.). Для прогнозирования разработана динамическая модель научной миграции, основанная на положениях теории позиционных игр, демонстрирующая изменение миграционных потоков за счет описания поведения рационального индивида, стремящего максимизировать свои выгоды от процесса миграции. Результатом моделирования явился краткосрочный прогноз развития трендов научной миграции для уральских ученых в ключевые страны притяжения миграции. Ожидается интенсификация потока ученых в ведущие страны Азии, его выравнивание с потоками в Америку, снижение темпов миграционного потока в европейские страны. Данный прогноз характеризуется непосредственной зависимостью динамики потока научной миграции от степени развитости социально-экономических систем стран притяжения миграции. Практическая значимость настоящего исследования состоит в использовании прогностической модели, описывающей миграционные потоки в краткосрочном периоде, как самостоятельного аналитического инструмента, а систематизированные pull-push-факторов - как ключевых индикаторов для управления миграционным потоком ученых. Кроме того, в работе предложены меры позитивного воздействия на сальдо миграции ученых. The population migration has attracted attention for more than a decade. As migration consequences differ in terms of characteristics and directions, governments worldwide are looking for solutions to regulate migration flows. The study aims to systematise push-pull factors of migration by analysing existing cases, as well as to build a model for predicting migration considering the quantitative interpretation of such factors. While migration factors are quite similar regardless of the country of residence, their main differences are compatibility and hierarchy. The most frequently mentioned factors include the expectation of income increase, improvement in the quality of life, professional aspects. Simultaneously, a certain pattern emerges: if a migrant’s material and economic needs are satisfied in the country of departure, they pay more attention to intangible/non-eco-nomic benefits (quality of life, infrastructure, etc.). A dynamic forecasting model for scientific migration has been developed based on the theory of positional games. The model demonstrates the changes in migration flows by describing the behaviour of a rational individual who seeks to maximise benefits from migration. The result of the simulation is a short-term forecast of trends in scientific migration of Ural scholars to key migration countries. The model predicts the intensification of migration flows to the leading Asian countries, their alignment with flows to America, and a decrease in migration to European countries. This forecast is characterised by a direct dependence of the dynamics of scientific migration flows on the socio-economic development of migration destinations. Practical implications of this study include the development of a predictive model describing migration flows in the short term as an analytical tool and systematisation of pull-push factors as key indicators for managing the migration flows of scientists. In addition, the research proposes measures positively affecting the balance of scientific migration. Исследование выполнено при финансовой поддержке Российского научного фонда в рамках научного проекта № 19–78–00080. The article has been prepared with the support of the Russian Science Foundation, the scientific project No. 19–78–00080.

Published
2021

30. SUCCESS OF GRADUATES: THE VARIETY OF FACTORS AND THE LOGIC OF CHANGES IN THE KEY PROCESSES OF HIGHER EDUCATION

Author

Sandler, D. G.

Subjects
STUDENT'S INDIVIDUAL TRAJECTORY, ПРОФЕССИОНАЛЬНАЯ ТРАЕКТОРИЯ, УСПЕШНОСТЬ ВЫПУСКНИКА, УСПЕШНОЕ ТРУДОУСТРОЙСТВО, ИНДИВИДУАЛЬНАЯ ТРАЕКТОРИЯ СТУДЕНТА, КОНКУРЕНТОСПОСОБНОСТЬ УНИВЕРСИТЕТА, GRADUATE SUCCESS, SUCCESSFUL EMPLOYMENT, UNIVERSITY COMPETITIVENESS, PROFESSIONAL TRAJECTORY, HIGHER EDUCATION, ВЫСШЕЕ ОБРАЗОВАНИЕ
Abstract

The paper summarizes the trends caused by educational and professional trajectories of graduates. The success of employment is considered as the goal of changes in the processes of higher education and the university management system. The research revealed the necessity to create conditions for the early start of professional trajectories. Resources of extracurricular educational activities are claimed to be a tool for smoothing out the phenomena of social inequality. Обобщены исследования тенденций обусловленных образовательными и профессиональными траекториями выпускников. Рассмотрена успешность трудоустройства как цель изменений в процессах высшего образования и системы управления вузом. Обоснована необходимость создания условий для раннего старта профессиональных траекторий. Выявлена целесообразность использования ресурсов воспитательной деятельности для сглаживания явлений социального неравенства.

Published
2021

31. Успешность выпускников: многообразие факторов и логика изменения основных процессов высшего образования

Author

Sandler, D. G., Сандлер, Д. Г., Sandler, D. G., and Сандлер, Д. Г.

Abstract

The paper summarizes the trends caused by educational and professional trajectories of graduates. The success of employment is considered as the goal of changes in the processes of higher education and the university management system. The research revealed the necessity to create conditions for the early start of professional trajectories. Resources of extracurricular educational activities are claimed to be a tool for smoothing out the phenomena of social inequality., Обобщены исследования тенденций обусловленных образовательными и профессиональными траекториями выпускников. Рассмотрена успешность трудоустройства как цель изменений в процессах высшего образования и системы управления вузом. Обоснована необходимость создания условий для раннего старта профессиональных траекторий. Выявлена целесообразность использования ресурсов воспитательной деятельности для сглаживания явлений социального неравенства.

Published
2021

32. Модель основных процессов ВУЗа в контексте персонификации высшего образования

Author

Sandler, D. G., Сандлер, Д. Г., Sandler, D. G., and Сандлер, Д. Г.

Abstract

Personification is a challenging task for today’s universities, and their tradition-based internal processes in the first instance. This study aims to develop methodological approaches and instruments applicable to top-level organizational processes within the university. In the framework of this process-based model, a university key objective is to gain competitive edge and enable alignment of its core stakeholders’ interests. The modeling we conducted conveys that the scale of necessary organizational change exceeds the universities’ readiness to make it happen. The only way to fix this problem is to create a framework of information services, structured in a way to meet particular interests of various stakeholders’ groups., Тренд на персонификацию образования стал вызовом для современных вузов, прежде всего, для их процессов, основанных на традициях. В данном исследовании, нашей задачей является разработка методических подходов и инструментов к верхнеуровневой организации основных процессов деятельности университета. Цель вуза в построенной нами процессной модели - обеспечить конкурентоспособность университета и создать условия для согласования интересов ключевых стейкхолдеров. Основной вывод из проведенного моделирования – количество необходимых оргизменений превышает готовность большинства вузов к изменениям. Единственный возможный путь решения проблемы – создание оболочки информационных сервисов, гибко структурированных под конкретные группы стейкхолдеров.

Published
2021

33. Стратегическое управление вузом на основе инструментов проектного менеджмента : магистерская диссертация

Author

Сандлер, Д. Г., Sandler, D. G., Институт экономики и управления, Школа управления и междисциплинарных исследований, Островкин, Д. Л., Ostrovkin, D. L., Сандлер, Д. Г., Sandler, D. G., Институт экономики и управления, Школа управления и междисциплинарных исследований, Островкин, Д. Л., and Ostrovkin, D. L.

Abstract

Диссертация посвящена анализу и внедрению инструментов стратегического управления вузом на основе проектного менеджмента в системе высшего образования. Автор проводит теоретический разбор стратегий университетов и корпоративного управления проектами. Проведен анализ внешних и внутренних факторов, которые способствуют внедрению проектного менеджмента в университете, таких как: изменения в области государственного управления и молодежной политики, реализации национальных проектов, деятельность научный фондов и т.д. Выполнен разбор проблем, часто встречающиеся в управлении вузом, которые можно избежать, благодаря стратегическому принципу управления. Автор приводит примерный портфель проектов, который необходим для современного университета. Делается вывод о плюсах и минусах использования стратегического управления с применением проектного менеджмента в вузе. Исследователь приводит методологические подходы к организации стратегической деятельности. В итоге был разработан ряд рекомендаций и предложений по созданию управления стратегического развития и проектного менеджмента для регионального вуза. При разработке данных рекомендаций был подробно описана методика создания такого структурного подразделения, определяющая основные цели, задачи и функции, его права и обязанности, что имеет, несомненно, практический эффект., The thesis is devoted to the analysis and implementation of strategic university management tools based on project management in the higher education system. The author conducts a theoretical analysis of university strategies and corporate project management. The analysis of external and internal factors that contribute to the introduction of project management at the university, such as: changes in the field of public administration and youth policy, the implementation of national projects, the activities of scientific foundations, etc. The analysis of problems that are often encountered in the management of a university, which can be avoided due to the strategic principle of management, is carried out. The author gives an approximate portfolio of projects that is necessary for a modern university. The conclusion is made about the pros and cons of using strategic management with the use of project management at the university. The researcher gives methodological approaches to the organization of strategic activities. As a result, a number of recommendations and proposals were developed for creating a strategic development and project management department for a regional university. When developing these recommendations, the methodology for creating such a structural unit was described in detail, which determines the main goals, tasks and functions, its rights and obligations, which undoubtedly has a practical effect.

Published
2021

34. The Pandemic as a Challenge to the Development of University Networks in Russia: Differentiation or Collaboration?

Author

Koksharov, V. A., Sandler, D. G., Kuznetsov, P. D., Klyagin, A. V., Leshukov, O. V., Koksharov, V. A., Sandler, D. G., Kuznetsov, P. D., Klyagin, A. V., and Leshukov, O. V.

Abstract

As an inevitable result of Russia’s higher education policies of the past two decades, new university leaders in and outside of Moscow and St. Petersburg have emerged, and vertical differentiation has increased. Inequality of educational potential has a strong regional dimension, exerting a considerable delayed impact on regional socioeconomic development. Differences in universities’ resources affected their ability to adapt their instructional, research, and administrative processes during the pandemic, thus broadening the education and research quality gap in higher education. Some regions may face an increased outflow of youth talent to universities based in Moscow and St. Petersburg, that will certainly weaken the socioeconomic growth prospects of Russia’s regions. The pandemic accelerated the debate over this problem and demonstrated readiness of universities for joint efforts. This leads to an expansion of policy to create a cooperative network of universities and their stakeholders so as to reduce institutional differentiation and promote exchange of experience and competence among universities. This paper investigates into the main characteristics of vertical differentiation in Russian higher education that had been in place when the pandemic broke out and determined whether universities succeeded or failed in switching to distance learning. Furthermore, lockdown measures and their economic impact on different types of universities are analyzed. Finally, we discuss possible avenues and specific considerations for expanding cross-institutional collaboration and engaging stakeholders in university development. © 2021. All Rights Reserved.

Published
2021

35. Priorities in the modern organization of university science in the light of the principal-agent theory

Author

Sandler, D. G., Koksharov, V. A., Kruzhaev, V. V., Bagirova, A. P., Sandler, D. G., Koksharov, V. A., Kruzhaev, V. V., and Bagirova, A. P.

Abstract

The article focuses on the current state of the balance of interests in the field of organizing research activities in Russian universities. The theoretical framework of the research is the theory of the principal-agent, from the position of which the research management system is considered through the relationship between actors who have different degrees of awareness and potentially act in different interests. The purpose of the study is to compare the problems in the field of organizing funding, digitalization and scientific cooperation, which were the most important for agents, with those strategic decisions that took place at the level of the principal after extensive expert discussions. The following sources were used: 1) the results of the largest expert project implemented at the initiative of the Ministry of Science and Higher Education of the Russian Federation; 2) the results of a sociological study conducted at the Ural Federal University, where scientists and employees involved in the organization of scientific research were interviewed. A limitation of the study was the difficulty of comparing the results of the qualitative analysis made by the principal and the quantitative assessments given by the agents. In this connection, an emphasis in the interpretation of the results was made not so much on the specific quantitative assessments of the agents as on the comparison of the priorities of the problems expressed by the agents and the solutions generated by the principal. The results of the analysis showed that most of the priority tasks for agents in the field of organizing financing, digitalization, scientific cooperation were reflected in the decisions of the principal. The gaps stem from the lack of solutions aimed at intensifying research work in terms of monitoring the current scientific thematic agenda, and the importance of increasing the weight of this criterion when evaluating scientific projects. There are two ways to reduce the identified

Published
2021

36. Functional annotation of the 2q35 breast cancer risk locus implicates a structural variant in influencing activity of a long-range enhancer element

Author

Baxter, J. S. (Joseph S.), Johnson, N. (Nichola), Tomczyk, K. (Katarzyna), Gillespie, A. (Andrea), Maguire, S. (Sarah), Brough, R. (Rachel), Fachal, L. (Laura), Michailidou, K. (Kyriaki), Bolla, M. K. (Manjeet K.), Wang, Q. (Qin), Dennis, J. (Joe), Ahearn, T. U. (Thomas U.), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Antonenkova, N. N. (Natalia N.), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Augustinsson, A. (Annelie), Becher, H. (Heiko), Beckmann, M. W. (Matthias W.), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Bogdanova, N. V. (Natalia, V), Bojesen, S. E. (Stig E.), Brenner, H. (Hermann), Brucker, S. Y. (Sara Y.), Cai, Q. (Qiuyin), Campa, D. (Daniele), Canzian, F. (Federico), Castelao, J. E. (Jose E.), Chan, T. L. (Tsun L.), Chang-Claude, J. (Jenny), Chanock, S. J. (Stephen J.), Chenevix-Trench, G. (Georgia), Choi, J.-Y. (Ji-Yeob), Clarke, C. L. (Christine L.), Collaborators, N. (Nbcs), Colonna, S. (Sarah), Conroy, D. M. (Don M.), Couch, F. J. (Fergus J.), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Daly, M. B. (Mary B.), Devilee, P. (Peter), Doerk, T. (Thilo), Dossus, L. (Laure), Dwek, M. (Miriam), Eccles, D. M. (Diana M.), Ekici, A. B. (Arif B.), Eliassen, A. H. (A. Heather), Engel, C. (Christoph), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Flyger, H. (Henrik), Gago-Dominguez, M. (Manuela), Gao, C. (Chi), Garcia-Closas, M. (Montserrat), Garcia-Saenz, J. A. (Jose A.), Ghoussaini, M. (Maya), Giles, G. G. (Graham G.), Goldberg, M. S. (Mark S.), Gonzalez-Neira, A. (Anna), Guenel, P. (Pascal), Guendert, M. (Melanie), Haeberle, L. (Lothar), Hahnen, E. (Eric), Haiman, C. A. (Christopher A.), Hall, P. (Per), Hamann, U. (Ute), Hartman, M. (Mikael), Hatse, S. (Sigrid), Hauke, J. (Jan), Hollestelle, A. (Antoinette), Hoppe, R. (Reiner), Hopper, J. L. (John L.), Hou, M.-F. (Ming-Feng), Ito, H. (Hidemi), Iwasaki, M. (Motoki), Jager, A. (Agnes), Jakubowska, A. (Anna), Janni, W. (Wolfgang), John, E. M. (Esther M.), Joseph, V. (Vijai), Jung, A. (Audrey), Kaaks, R. (Rudolf), Kang, D. (Daehee), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kim, S.-W. (Sung-Won), Kosma, V.-M. (Veli-Matti), Kraft, P. (Peter), Kristensen, V. N. (Vessela N.), Kubelka-Sabit, K. (Katerina), Kurian, A. W. (Allison W.), Kwong, A. (Ava), Lacey, J. V. (James, V), Lambrechts, D. (Diether), Larson, N. L. (Nicole L.), Larsson, S. C. (Susanna C.), Le Marchand, L. (Loic), Lejbkowicz, F. (Flavio), Li, J. (Jingmei), Long, J. (Jirong), Lophatananon, A. (Artitaya), LubiNski, J. (Jan), Mannermaa, A. (Arto), Manoochehri, M. (Mehdi), Manoukian, S. (Siranoush), Margolin, S. (Sara), Matsuo, K. (Keitaro), Mavroudis, D. (Dimitrios), Mayes, R. (Rebecca), Menon, U. (Usha), Milne, R. L. (Roger L.), Taib, N. A. (Nur Aishah Mohd), Muir, K. (Kenneth), Muranen, T. A. (Taru A.), Murphy, R. A. (Rachel A.), Nevanlinna, H. (Heli), O'Brien, K. M. (Katie M.), Offit, K. (Kenneth), Olson, J. E. (Janet E.), Olsson, H. (Hakan), Park, S. K. (Sue K.), Park-Simon, T.-W. (Tjoung-Won), Patel, A. V. (Alpa, V), Peterlongo, P. (Paolo), Peto, J. (Julian), Plaseska-Karanfilska, D. (Dijana), Presneau, N. (Nadege), Pylkäs, K. (Katri), Rack, B. (Brigitte), Rennert, G. (Gad), Romero, A. (Atocha), Ruebner, M. (Matthias), Ruediger, T. (Thomas), Saloustros, E. (Emmanouil), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmidt, M. K. (Marjanka K.), Schmutzler, R. K. (Rita K.), Schneeweiss, A. (Andreas), Schoemaker, M. J. (Minouk J.), Shah, M. (Mitul), Shen, C.-Y. (Chen-Yang), Shu, X.-O. (Xiao-Ou), Simard, J. (Jacques), Southey, M. C. (Melissa C.), Stone, J. (Jennifer), Surowy, H. (Harald), Swerdlow, A. J. (Anthony J.), Tamimi, R. M. (Rulla M.), Tapper, W. J. (William J.), Taylor, J. A. (Jack A.), Teo, S. H. (Soo Hwang), Teras, L. R. (Lauren R.), Terry, M. B. (Mary Beth), Toland, A. E. (Amanda E.), Tomlinson, I. (Ian), Truong, T. (Therese), Tseng, C.-C. (Chiu-Chen), Untch, M. (Michael), Vachon, C. M. (Celine M.), van den Ouweland, A. M. (Ans M. W.), Wang, S. S. (Sophia S.), Weinberg, C. R. (Clarice R.), Wendt, C. (Camilla), Winham, S. J. (Stacey J.), Winqvist, R. (Robert), Wolk, A. (Alicja), Wu, A. H. (Anna H.), Yamaji, T. (Taiki), Zheng, W. (Wei), Ziogas, A. (Argyrios), Pharoah, P. D. (Paul D. P.), Dunning, A. M. (Alison M.), Easton, D. F. (Douglas F.), Pettitt, S. J. (Stephen J.), Lord, C. J. (Christopher J.), Haider, S. (Syed), Orr, N. (Nick), Fletcher, O. (Olivia), Baxter, J. S. (Joseph S.), Johnson, N. (Nichola), Tomczyk, K. (Katarzyna), Gillespie, A. (Andrea), Maguire, S. (Sarah), Brough, R. (Rachel), Fachal, L. (Laura), Michailidou, K. (Kyriaki), Bolla, M. K. (Manjeet K.), Wang, Q. (Qin), Dennis, J. (Joe), Ahearn, T. U. (Thomas U.), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Antonenkova, N. N. (Natalia N.), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Augustinsson, A. (Annelie), Becher, H. (Heiko), Beckmann, M. W. (Matthias W.), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Bogdanova, N. V. (Natalia, V), Bojesen, S. E. (Stig E.), Brenner, H. (Hermann), Brucker, S. Y. (Sara Y.), Cai, Q. (Qiuyin), Campa, D. (Daniele), Canzian, F. (Federico), Castelao, J. E. (Jose E.), Chan, T. L. (Tsun L.), Chang-Claude, J. (Jenny), Chanock, S. J. (Stephen J.), Chenevix-Trench, G. (Georgia), Choi, J.-Y. (Ji-Yeob), Clarke, C. L. (Christine L.), Collaborators, N. (Nbcs), Colonna, S. (Sarah), Conroy, D. M. (Don M.), Couch, F. J. (Fergus J.), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Daly, M. B. (Mary B.), Devilee, P. (Peter), Doerk, T. (Thilo), Dossus, L. (Laure), Dwek, M. (Miriam), Eccles, D. M. (Diana M.), Ekici, A. B. (Arif B.), Eliassen, A. H. (A. Heather), Engel, C. (Christoph), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Flyger, H. (Henrik), Gago-Dominguez, M. (Manuela), Gao, C. (Chi), Garcia-Closas, M. (Montserrat), Garcia-Saenz, J. A. (Jose A.), Ghoussaini, M. (Maya), Giles, G. G. (Graham G.), Goldberg, M. S. (Mark S.), Gonzalez-Neira, A. (Anna), Guenel, P. (Pascal), Guendert, M. (Melanie), Haeberle, L. (Lothar), Hahnen, E. (Eric), Haiman, C. A. (Christopher A.), Hall, P. (Per), Hamann, U. (Ute), Hartman, M. (Mikael), Hatse, S. (Sigrid), Hauke, J. (Jan), Hollestelle, A. (Antoinette), Hoppe, R. (Reiner), Hopper, J. L. (John L.), Hou, M.-F. (Ming-Feng), Ito, H. (Hidemi), Iwasaki, M. (Motoki), Jager, A. (Agnes), Jakubowska, A. (Anna), Janni, W. (Wolfgang), John, E. M. (Esther M.), Joseph, V. (Vijai), Jung, A. (Audrey), Kaaks, R. (Rudolf), Kang, D. (Daehee), Keeman, R. (Renske), Khusnutdinova, E. (Elza), Kim, S.-W. (Sung-Won), Kosma, V.-M. (Veli-Matti), Kraft, P. (Peter), Kristensen, V. N. (Vessela N.), Kubelka-Sabit, K. (Katerina), Kurian, A. W. (Allison W.), Kwong, A. (Ava), Lacey, J. V. (James, V), Lambrechts, D. (Diether), Larson, N. L. (Nicole L.), Larsson, S. C. (Susanna C.), Le Marchand, L. (Loic), Lejbkowicz, F. (Flavio), Li, J. (Jingmei), Long, J. (Jirong), Lophatananon, A. (Artitaya), LubiNski, J. (Jan), Mannermaa, A. (Arto), Manoochehri, M. (Mehdi), Manoukian, S. (Siranoush), Margolin, S. (Sara), Matsuo, K. (Keitaro), Mavroudis, D. (Dimitrios), Mayes, R. (Rebecca), Menon, U. (Usha), Milne, R. L. (Roger L.), Taib, N. A. (Nur Aishah Mohd), Muir, K. (Kenneth), Muranen, T. A. (Taru A.), Murphy, R. A. (Rachel A.), Nevanlinna, H. (Heli), O'Brien, K. M. (Katie M.), Offit, K. (Kenneth), Olson, J. E. (Janet E.), Olsson, H. (Hakan), Park, S. K. (Sue K.), Park-Simon, T.-W. (Tjoung-Won), Patel, A. V. (Alpa, V), Peterlongo, P. (Paolo), Peto, J. (Julian), Plaseska-Karanfilska, D. (Dijana), Presneau, N. (Nadege), Pylkäs, K. (Katri), Rack, B. (Brigitte), Rennert, G. (Gad), Romero, A. (Atocha), Ruebner, M. (Matthias), Ruediger, T. (Thomas), Saloustros, E. (Emmanouil), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Schmidt, M. K. (Marjanka K.), Schmutzler, R. K. (Rita K.), Schneeweiss, A. (Andreas), Schoemaker, M. J. (Minouk J.), Shah, M. (Mitul), Shen, C.-Y. (Chen-Yang), Shu, X.-O. (Xiao-Ou), Simard, J. (Jacques), Southey, M. C. (Melissa C.), Stone, J. (Jennifer), Surowy, H. (Harald), Swerdlow, A. J. (Anthony J.), Tamimi, R. M. (Rulla M.), Tapper, W. J. (William J.), Taylor, J. A. (Jack A.), Teo, S. H. (Soo Hwang), Teras, L. R. (Lauren R.), Terry, M. B. (Mary Beth), Toland, A. E. (Amanda E.), Tomlinson, I. (Ian), Truong, T. (Therese), Tseng, C.-C. (Chiu-Chen), Untch, M. (Michael), Vachon, C. M. (Celine M.), van den Ouweland, A. M. (Ans M. W.), Wang, S. S. (Sophia S.), Weinberg, C. R. (Clarice R.), Wendt, C. (Camilla), Winham, S. J. (Stacey J.), Winqvist, R. (Robert), Wolk, A. (Alicja), Wu, A. H. (Anna H.), Yamaji, T. (Taiki), Zheng, W. (Wei), Ziogas, A. (Argyrios), Pharoah, P. D. (Paul D. P.), Dunning, A. M. (Alison M.), Easton, D. F. (Douglas F.), Pettitt, S. J. (Stephen J.), Lord, C. J. (Christopher J.), Haider, S. (Syed), Orr, N. (Nick), and Fletcher, O. (Olivia)

Abstract

A combination of genetic and functional approaches has identified three independent breast cancer risk loci at 2q35. A recent fine-scale mapping analysis to refine these associations resulted in 1 (signal 1), 5 (signal 2), and 42 (signal 3) credible causal variants at these loci. We used publicly available in silico DNase I and ChIP-seq data with in vitro reporter gene and CRISPR assays to annotate signals 2 and 3. We identified putative regulatory elements that enhanced cell-type-specific transcription from the IGFBP5 promoter at both signals (30- to 40-fold increased expression by the putative regulatory element at signal 2, 2- to 3-fold by the putative regulatory element at signal 3). We further identified one of the five credible causal variants at signal 2, a 1.4 kb deletion (esv3594306), as the likely causal variant; the deletion allele of this variant was associated with an average additional increase in IGFBP5 expression of 1.3-fold (MCF-7) and 2.2-fold (T-47D). We propose a model in which the deletion allele of esv3594306 juxtaposes two transcription factor binding regions (annotated by estrogen receptor alpha ChIP-seq peaks) to generate a single extended regulatory element. This regulatory element increases cell-type-specific expression of the tumor suppressor gene IGFBP5 and, thereby, reduces risk of estrogen receptor-positive breast cancer (odds ratio = 0.77, 95% CI 0.74–0.81, p = 3.1 × 10−31).

Published
2021

38. Genome-wide association study identifies 32 novel breast cancer susceptibility loci from overall and subtype-specific analyses

Author

Zhang, H. (Haoyu), Ahearn, T. U. (Thomas U.), Lecarpentier, J. (Julie), Barnes, D. (Daniel), Beesley, J. (Jonathan), Qi, G. (Guanghao), Hang, X. (Xia), O'Mara, T. A. (Tracy A.), Zhao, N. (Ni), Bolla, M. K. (Manjeet K.), Dunning, A. M. (Alison M.), Dennis, J. (Joe), Wang, Q. (Qin), Abu Ful, Z. (Zumuruda), Aittomaki, K. (Kristiina), Andrulis, I. L. (Irene L.), Anton-Culver, H. (Hoda), Arndt, V. (Volker), Aronson, K. J. (Kristan J.), Arun, B. K. (Banu K.), Auer, P. L. (Paul L.), Azzollini, J. (Jacopo), Barrowdale, D. (Daniel), Becher, H. (Heiko), Beckmann, M. W. (Matthias W.), Behrens, S. (Sabine), Benitez, J. (Javier), Bermisheva, M. (Marina), Bialkowska, K. (Katarzyna), Blanco, A. (Ana), Blomqvist, C. (Carl), Bogdanova, N. V. (Natalia, V), Bojesen, S. E. (Stig E.), Bonanni, B. (Bernardo), Bondavalli, D. (Davide), Borg, A. (Ake), Brauch, H. (Hiltrud), Brenner, H. (Hermann), Briceno, I. (Ignacio), Broeks, A. (Annegien), Brucker, S. Y. (Sara Y.), Bruening, T. (Thomas), Burwinkel, B. (Barbara), Buys, S. S. (Saundra S.), Byers, H. (Helen), Caldes, T. (Trinidad), Caligo, M. A. (Maria A.), Calvello, M. (Mariarosaria), Campa, D. (Daniele), Castelao, J. E. (Jose E.), Chang-Claude, J. (Jenny), Chanock, S. J. (Stephen J.), Christiaens, M. (Melissa), Christiansen, H. (Hans), Chung, W. K. (Wendy K.), Claes, K. B. (Kathleen B. M.), Clarke, C. L. (Christine L.), Cornelissen, S. (Sten), Couch, F. J. (Fergus J.), Cox, A. (Angela), Cross, S. S. (Simon S.), Czene, K. (Kamila), Daly, M. B. (Mary B.), Devilee, P. (Peter), Diez, O. (Orland), Domchek, S. M. (Susan M.), Doerk, T. (Thilo), Dwek, M. (Miriam), Eccles, D. M. (Diana M.), Ekici, A. B. (Arif B.), Evans, D. G. (D. Gareth), Fasching, P. A. (Peter A.), Figueroa, J. (Jonine), Foretova, L. (Lenka), Fostira, F. (Florentia), Friedman, E. (Eitan), Frost, D. (Debra), Gago-Dominguez, M. (Manuela), Gapstur, S. M. (Susan M.), Garber, J. (Judy), Garcia-Saenz, J. A. (Jose A.), Gaudet, M. M. (Mia M.), Gayther, S. A. (Simon A.), Giles, G. G. (Graham G.), Godwin, A. K. (Andrew K.), Goldberg, M. S. (Mark S.), Goldgar, D. E. (David E.), Gonzalez-Neira, A. (Anna), Greene, M. H. (Mark H.), Gronwald, J. (Jacek), Guenel, P. (Pascal), Haeberle, L. (Lothar), Hahnen, E. (Eric), Haiman, C. A. (Christopher A.), Hake, C. R. (Christopher R.), Hall, P. (Per), Hamann, U. (Ute), Harkness, E. F. (Elaine F.), Heemskerk-Gerritsen, B. A. (Bernadette A. M.), Hillemanns, P. (Peter), Hogervorst, F. B. (Frans B. L.), Holleczek, B. (Bernd), Hollestelle, A. (Antoinette), Hooning, M. J. (Maartje J.), Hoover, R. N. (Robert N.), Hopper, J. L. (John L.), Howell, A. (Anthony), Huebner, H. (Hanna), Hulick, P. J. (Peter J.), Imyanitov, E. N. (Evgeny N.), Isaacs, C. (Claudine), Izatt, L. (Louise), Jager, A. (Agnes), Jakimovska, M. (Milena), Jakubowska, A. (Anna), James, P. (Paul), Janavicius, R. (Ramunas), Janni, W. (Wolfgang), John, E. M. (Esther M.), Jones, M. E. (Michael E.), Jung, A. (Audrey), Kaaks, R. (Rudolf), Kapoor, P. M. (Pooja Middha), Karlan, B. Y. (Beth Y.), Keeman, R. (Renske), Khan, S. (Sofia), Khusnutdinova, E. (Elza), Kitahara, C. M. (Cari M.), Ko, Y.-D. (Yon-Dschun), Konstantopoulou, I. (Irene), Koppert, L. B. (Linetta B.), Koutros, S. (Stella), Kristensen, V. N. (Vessela N.), Laenkholm, A.-V. (Anne-Vibeke), Lambrechts, D. (Diether), Larsson, S. C. (Susanna C.), Laurent-Puig, P. (Pierre), Lazaro, C. (Conxi), Lazarova, E. (Emilija), Lejbkowicz, F. (Flavio), Leslie, G. (Goska), Lesueur, F. (Fabienne), Lindblom, A. (Annika), Lissowska, J. (Jolanta), Lo, W.-Y. (Wing-Yee), Loud, J. T. (Jennifer T.), Lubinski, J. (Jan), Lukomska, A. (Alicja), Maclnnis, R. J. (Robert J.), Mannermaa, A. (Arto), Manoochehri, M. (Mehdi), Manoukian, S. (Siranoush), Margolin, S. (Sara), Martinez, M. E. (Maria Elena), Matricardi, L. (Laura), McGuffog, L. (Lesley), McLean, C. (Catriona), Mebirouk, N. (Noura), Meindl, A. (Alfons), Menon, U. (Usha), Miller, A. (Austin), Mingazheva, E. (Elvira), Montagna, M. (Marco), Mulligan, A. M. (Anna Marie), Mulot, C. (Claire), Muranen, T. A. (Taru A.), Nathanson, K. L. (Katherine L.), Neuhausen, S. L. (Susan L.), Nevanlinna, H. (Heli), Neven, P. (Patrick), Newman, W. G. (William G.), Nielsens, F. C. (Finn C.), Nikitina-Zake, L. (Liene), Nodora, J. (Jesse), Offit, K. (Kenneth), Olah, E. (Edith), Olopade, O. I. (Olufunmilayo, I), Olsson, H. (Hakan), Orr, N. (Nick), Papi, L. (Laura), Papp, J. (Janos), Park-Simon, T.-W. (Tjoung-Won), Parsons, M. T. (Michael T.), Peissel, B. (Bernard), Peixoto, A. (Ana), Peshkin, B. (Beth), Peterlongo, P. (Paolo), Peto, J. (Julian), Phillips, K.-A. (Kelly-Anne), Piedmonte, M. (Marion), Plaseska-Karanfilska, D. (Dijana), Prajzendanc, K. (Karolina), Prentice, R. (Ross), Prokofyeva, D. (Darya), Rack, B. (Brigitte), Radice, P. (Paolo), Ramus, S. J. (Susan J.), Rantala, J. (Johanna), Rashid, M. U. (Muhammad U.), Rennert, G. (Gad), Rennert, H. S. (Hedy S.), Risch, H. A. (Harvey A.), Romero, A. (Atocha), Rookus, M. A. (Matti A.), Ruebner, M. (Matthias), Ruediger, T. (Thomas), Saloustros, E. (Emmanouil), Sampson, S. (Sarah), Sandler, D. P. (Dale P.), Sawyer, E. J. (Elinor J.), Scheuner, M. T. (Maren T.), Schmutzler, R. K. (Rita K.), Schneeweiss, A. (Andreas), Schoemaker, M. J. (Minouk J.), Schoettker, B. (Ben), Schuermann, P. (Peter), Senter, L. (Leigha), Sharma, P. (Priyanka), Sherman, M. E. (Mark E.), Shu, X.-O. (Xiao-Ou), Singer, C. F. (Christian F.), Smichkoska, S. (Snezhana), Soucy, P. (Penny), Southey, M. C. (Melissa C.), Spinelli, J. J. (John J.), Stone, J. (Jennifer), Stoppa-Lyonnet, D. (Dominique), Swerdlow, A. J. (Anthony J.), Szabo, C. I. (Csilla, I), Tamimi, R. M. (Rulla M.), Tapper, W. J. (William J.), Taylor, J. A. (Jack A.), Teixeira, M. R. (Manuel R.), Terry, M. (MaryBeth), Thomassen, M. (Mads), Thull, D. L. (Darcy L.), Tischkowitz, M. (Marc), Toland, A. E. (Amanda E.), Tollenaar, R. A. (Rob A. E. M.), Tomlinson, I. (Ian), Torres, D. (Diana), Troester, M. A. (Melissa A.), Truong, T. (Therese), Tung, N. (Nadine), Untch, M. (Michael), Vachon, C. M. (Celine M.), van den Ouweland, A. M. (Ans M. W.), van der Kolk, L. E. (Lizet E.), van Veen, E. M. (Elke M.), vanRensburg, E. J. (Elizabeth J.), Vega, A. (Ana), Wappenschmidt, B. (Barbara), Weinberg, C. R. (Clarice R.), Weitzel, J. N. (Jeffrey N.), Wildiers, H. (Hans), Winqvist, R. (Robert), Wolk, A. (Alicja), Yang, X. R. (Xiaohong R.), Yannoukakos, D. (Drakoulis), Zheng, W. (Wei), Zorn, K. K. (Kristin K.), Milne, R. L. (Roger L.), Kraft, P. (Peter), Simard, J. (Jacques), Pharoah, P. D. (Paul D. P.), Michailidou, K. (Kyriaki), Antoniou, A. C. (Antonis C.), Schmidt, M. K. (Marjanka K.), Chenevix-Trench, G. (Georgia), Easton, D. F. (Douglas F.), Chatterjee, N. (Nilanjan), and Garcia-Closas, M. (Montserrat)

Abstract

Breast cancer susceptibility variants frequently show heterogeneity in associations by tumor subtype. To identify novel loci, we performed a genome-wide association study including 133,384 breast cancer cases and 113,789 controls, plus 18,908 BRCA1 mutation carriers (9,414 with breast cancer) of European ancestry, using both standard and novel methodologies that account for underlying tumor heterogeneity by estrogen receptor, progesterone receptor and human epidermal growth factor receptor 2 status and tumor grade. We identified 32 novel susceptibility loci (P

Published
2020

39. Competition among Universities: Conceptual Analysis

Author

Sudakova, A. E., Sandler, D. G., and Tarasyeva, T. V.

Subjects
EFFICIENCY, ФЛАГМАНСКИЕ ВУЗЫ, COMPETITION, ЭФФЕКТИВНОСТЬ, COMPETITIVENESS, КОНКУРЕНЦИЯ, КОНКУРЕНТОСПОСОБНОСТЬ, FLAGSHIP UNIVERSITIES, НЕРАВЕНСТВО, INEQUALITY, ВЫСШЕЕ ОБРАЗОВАНИЕ, СОТРУДНИЧЕСТВО, HIGHER EDUCATION, COOPERATION
Abstract

Переход к экономике знания заострил внимание исследователей на развитии системы высшего образования и ее проблемах, а сами вузы поставил в конкурентную борьбу за ограниченные ресурсы. Свободная и управляемая конкуренция замыкает на себе цепочку взаимосвязанных, порой противоречивых в применении к столь социально значимой сфере, как высшее образование, понятий. Цель авторов данной исследовательской статьи – выявление с помощью метода концептуального анализа взаимосвязи между понятиями «конкуренция», «конкурентоспособность», «эффективность» и «сотрудничество» применительно к системе высшего образования. Конкуренция и сотрудничество рассматриваются как факторы, повышающие эффективность функционирования вузов. При этом в обоснованиях необходимости создания конкурентных условий для высших учебных заведений и в определениях понятия «эффективность» выявляются противоречия. Вузы рассматриваются как коммерческие организации, показатели деятельности которых замыкаются на их внутренней среде; исключаются из внимания основные функции этих образовательных учреждений: воспроизводство интеллектуального капитала и повышение качества человеческих ресурсов, а также ориентация на потребности рынка труда. Столь же ограничено и понятие «конкуренция»: оно представлено через индекс монополизации, рассчитанный в большинстве случаев через долю обучающихся студентов и не учитывающий особенности отечественной системы высшего образования. Тем не менее в работах о конкуренции и финансировании обращается внимание на общественное благо, создаваемое вузами, которое не всегда очевидно и требует финансового участия правительства. На основании результатов проведенного концептуального анализа авторы приходят к выводу, что в дискуссиях о конкуренции и эффективности вузов в контексте ассоциации их с коммерческим сектором происходит упущение целого ряда социально значимых элементов высшего образования и науки. The transition to the knowledge economy focused attention on the higher education system development and its problems, and put the universities in the situation of competition for limited resources. Free and controlled competition brings a chain of interrelated, sometimes contradictory concepts applied to higher education as a socially significant area. The authors of this research article by means of conceptual analysis aim at identifying the relationship between the concepts of «competition», «competitiveness», «efficiency», and «cooperation» regarding the higher education system. Competition and cooperation are considered to be factors which increase the efficiency of universities’ functioning. At the same time, there are contradictions in the justifications for the need to create competitive conditions for universities and in the definitions of the concept of efficiency, University is understood to be a commercial organization, its indicators being locked in its internal environment, whereas its main functions (reproduction of intellectual capital, improving the quality of human resources, orientation to the needs of the labor market) come to be out of sight. No less limited is the concept of competition, which is represented through the index of monopolization, calculated mostly through the proportion of students enrolled, beyond taking into account the peculiarities of the Russian higher education system. However, the works on competition and financing draw attention to the public good created by universities, which is not always tangible and requires the financial participation of the government. Thus, the discussions on universities’ competition and effectiveness in the context of their association with the commercial sector omit a number of socially significant elements of higher education and science.

Published
2020

40. Drivers for development in regional higher education

Author

Sandler, D. G., Sudakova, A. E., and Tarasyeva, T. V.

Subjects
REGIONAL SYSTEMS, ФАКТОРЫ РАЗВИТИЯ, DEVELOPMENT OF UNIVERSITIES, РЕГИОНАЛЬНЫЕ СИСТЕМЫ, HIGHER EDUCATION INSTITUTIONS, RANKINGS, ВЫСШИЕ УЧЕБНЫЕ ЗАВЕДЕНИЯ, COMPETITIVENESS OF A UNIVERSITY, REGIONAL UNIVERSITY, ТИПОЛОГИЯ, НАУЧНАЯ И ОБРАЗОВАТЕЛЬНАЯ ДЕЯТЕЛЬНОСТЬ, КОНКУРЕНТОСПОСОБНОСТЬ ВУЗА, RESEARCH AND EDUCATIONAL ACTIVITIES, РЕГИОНАЛЬНЫЙ ВУЗ, DEVELOPMENT FACTORS, TYPOLOGY, РАЗВИТИЕ ВУЗОВ, РЕЙТИНГИ, HIGHER EDUCATION, ВЫСШЕЕ ОБРАЗОВАНИЕ
Abstract

Высшее образование претерпевает существенную трансформацию в России и в мире. Вузам и государству приходится решать сложные и порой разнонаправленные задачи. Анализ теоретических исследований типов вузов и определяющих их факторов позволяет сформировать представление о возможных драйверах развития, а многопараметрическая методика оценки состояния высшего образования позволяет выделить факторы, в наибольшей степени влияющие на изменение состояния высшего образования. Исследование показало, что факторы, влияющие на развитие системы высшего образования, зависят от стратегии развития и экономической модели вуза, государственных программ, содержащих рекомендации по развитию образовательной среды. Существенное влияние на развитие региональных систем высшего образования оказывает наличие в регионе ведущего вуза, поскольку создание таких вузов изначально было нацелено на опережающее развитие. Данная ситуация экономически обусловлена и объясняется высокой зависимостью вузов от государственного бюджета. При этом на базе ведущего вуза формируется академическая среда для активности научно-педагогических работников и студентов. Именно активность научно-педагогических работников в научно-исследовательской деятельности, а студентов - в академической сфере позитивно влияют на динамику развития региональных систем. Нарастание разрыва между ведущим и остальными вузами ведет к монополизации, снижению конкуренции и, как следствие, к снижению эффективности деятельности. Появляется необходимость в структурной перестройке. К частным факторам, влияющим на развитие системы высшего образования, относятся показатели научной деятельности и успеваемости студентов. Проведенный анализ позволяет утверждать, что зафиксированные тенденции усилятся и будет наблюдаться дальнейшая дифференциация региональных систем высшего образования с одновременным улучшением исследовательских и образовательных характеристик отдельных вузов. Однако необходимо отдельное исследование вопроса целесообразности структурной перестройки в рамках региональных систем, в связи с нарастающими в них диспропорциями в развитии. Recently, higher education in Russia and abroad has been transformed significantly. Both universities and the state have to tackle challenging and multidirectional tasks. Analysis of theoretical research on the types of higher education institutions and the determining factors provides insights into drivers for development. Simultaneously, multivariate methodology for assessing the state of higher education allows identifying the factors that most affect its transformation. The study demonstrates that these factors depend on the development strategy and economic model of a university as well as government programmes for the development of education and science. One of the major factors affecting the development of regional higher education is the presence of a leading university in the region. This situation is economically justified due to the strong dependence of universities on the federal budget. Moreover, a leading university creates an educational environment for academic staff and students. Their participation in scientific research and academic activities positively influence the development of regional systems. The growing gap between the leading university and other education institutions leads to monopolisation, decrease in competition, and, consequently, decline in performance. Thus, there is a need for structural changes. The particular factors affecting the development of the higher education are the indicators of academic activity and student performance. The conducted analysis suggests the intensification of the trends, indicating further differentiation of regional higher education system with a simultaneous improvement of individual universities in research and development. Additionally, it is necessary to examine the feasibility of structural adjustment within regional systems due to the growing imbalances in development. Работа выполнена при финансовой поддержке Постановления № 211 Правительства Российской Федерации, контракт № 02.A03.21.0006. The article has been prepared with the support of the Act 211 of the Government of the Russian Federation, the contract No. 02.A03.21.0006.

Published
2020

41. Система поддержки принятия управленческих решений в университете на примере группы процессов «Наука и инновации»

Author

Garanin, M. A. and Sandler, D. G.

Subjects
Philosophy, DECISION MAKING SUPPORT SYSTEM, SCIENCE AND INNOVATION BUSINESS BLOCK, UNIVERSITY 4.0, MANAGEMENT DECISION MAKING, INVESTMENT PROJECT, ADMINISTRATING, BUSINESS BLOCK MANAGEMENT MODEL, Education
Abstract

One of the main areas of a modern university’s activity is a group of processes related to scientific research and innovation. According to the concept of “University 4.0,” a modern university is the center of the space for introducing innovations and developing territories. The concept of “University 4.0” provides for increased requirements for the quality of university management. Based on the methods of modelling, analysis, synthesis, the existing support system for making managerial decisions at the university is investigated. In the course of the study, a comprehensive management decision-making support system for the management of the Science and Innovation business process was developed, including a university management model with separation of management and administration procedures, a methodology for assessing the economic efficiency of innovative projects, and an information management support decision-making system. The developed management decision support system has been tested at the university while managing the Science and Innovation business process, proving its effectiveness. It is proposed to create a single intersectoral information and management platform “Science – Production – Operation”. © 2020 LLC Ecological Help. All rights reserved.

Published
2020

42. Драйверы развития региональных систем высшего образования

Author

Сандлер, Д. Г., Судакова, А. Е., Тарасьева, Т. В., Sandler, D. G., Sudakova, A. E., Tarasyeva, T. V., Сандлер, Д. Г., Судакова, А. Е., Тарасьева, Т. В., Sandler, D. G., Sudakova, A. E., and Tarasyeva, T. V.

Abstract

Высшее образование претерпевает существенную трансформацию в России и в мире. Вузам и государству приходится решать сложные и порой разнонаправленные задачи. Анализ теоретических исследований типов вузов и определяющих их факторов позволяет сформировать представление о возможных драйверах развития, а многопараметрическая методика оценки состояния высшего образования позволяет выделить факторы, в наибольшей степени влияющие на изменение состояния высшего образования. Исследование показало, что факторы, влияющие на развитие системы высшего образования, зависят от стратегии развития и экономической модели вуза, государственных программ, содержащих рекомендации по развитию образовательной среды. Существенное влияние на развитие региональных систем высшего образования оказывает наличие в регионе ведущего вуза, поскольку создание таких вузов изначально было нацелено на опережающее развитие. Данная ситуация экономически обусловлена и объясняется высокой зависимостью вузов от государственного бюджета. При этом на базе ведущего вуза формируется академическая среда для активности научно-педагогических работников и студентов. Именно активность научно-педагогических работников в научно-исследовательской деятельности, а студентов - в академической сфере позитивно влияют на динамику развития региональных систем. Нарастание разрыва между ведущим и остальными вузами ведет к монополизации, снижению конкуренции и, как следствие, к снижению эффективности деятельности. Появляется необходимость в структурной перестройке. К частным факторам, влияющим на развитие системы высшего образования, относятся показатели научной деятельности и успеваемости студентов. Проведенный анализ позволяет утверждать, что зафиксированные тенденции усилятся и будет наблюдаться дальнейшая дифференциация региональных систем высшего образования с одновременным улучшением исследовательских и образовательных характеристик отдельных вузов. Однако необходимо отдельное исследование вопроса целесообразности структурно, Recently, higher education in Russia and abroad has been transformed significantly. Both universities and the state have to tackle challenging and multidirectional tasks. Analysis of theoretical research on the types of higher education institutions and the determining factors provides insights into drivers for development. Simultaneously, multivariate methodology for assessing the state of higher education allows identifying the factors that most affect its transformation. The study demonstrates that these factors depend on the development strategy and economic model of a university as well as government programmes for the development of education and science. One of the major factors affecting the development of regional higher education is the presence of a leading university in the region. This situation is economically justified due to the strong dependence of universities on the federal budget. Moreover, a leading university creates an educational environment for academic staff and students. Their participation in scientific research and academic activities positively influence the development of regional systems. The growing gap between the leading university and other education institutions leads to monopolisation, decrease in competition, and, consequently, decline in performance. Thus, there is a need for structural changes. The particular factors affecting the development of the higher education are the indicators of academic activity and student performance. The conducted analysis suggests the intensification of the trends, indicating further differentiation of regional higher education system with a simultaneous improvement of individual universities in research and development. Additionally, it is necessary to examine the feasibility of structural adjustment within regional systems due to the growing imbalances in development.

Published
2020

43. Конкуренция между вузами: концептуальный анализ

Author

Судакова, А. Е., Сандлер, Д. Г., Тарасьева, Т. В., Sudakova, A. E., Sandler, D. G., Tarasyeva, T. V., Судакова, А. Е., Сандлер, Д. Г., Тарасьева, Т. В., Sudakova, A. E., Sandler, D. G., and Tarasyeva, T. V.

Abstract

Переход к экономике знания заострил внимание исследователей на развитии системы высшего образования и ее проблемах, а сами вузы поставил в конкурентную борьбу за ограниченные ресурсы. Свободная и управляемая конкуренция замыкает на себе цепочку взаимосвязанных, порой противоречивых в применении к столь социально значимой сфере, как высшее образование, понятий. Цель авторов данной исследовательской статьи – выявление с помощью метода концептуального анализа взаимосвязи между понятиями «конкуренция», «конкурентоспособность», «эффективность» и «сотрудничество» применительно к системе высшего образования. Конкуренция и сотрудничество рассматриваются как факторы, повышающие эффективность функционирования вузов. При этом в обоснованиях необходимости создания конкурентных условий для высших учебных заведений и в определениях понятия «эффективность» выявляются противоречия. Вузы рассматриваются как коммерческие организации, показатели деятельности которых замыкаются на их внутренней среде; исключаются из внимания основные функции этих образовательных учреждений: воспроизводство интеллектуального капитала и повышение качества человеческих ресурсов, а также ориентация на потребности рынка труда. Столь же ограничено и понятие «конкуренция»: оно представлено через индекс монополизации, рассчитанный в большинстве случаев через долю обучающихся студентов и не учитывающий особенности отечественной системы высшего образования. Тем не менее в работах о конкуренции и финансировании обращается внимание на общественное благо, создаваемое вузами, которое не всегда очевидно и требует финансового участия правительства. На основании результатов проведенного концептуального анализа авторы приходят к выводу, что в дискуссиях о конкуренции и эффективности вузов в контексте ассоциации их с коммерческим сектором происходит упущение целого ряда социально значимых элементов высшего образования и науки., The transition to the knowledge economy focused attention on the higher education system development and its problems, and put the universities in the situation of competition for limited resources. Free and controlled competition brings a chain of interrelated, sometimes contradictory concepts applied to higher education as a socially significant area. The authors of this research article by means of conceptual analysis aim at identifying the relationship between the concepts of «competition», «competitiveness», «efficiency», and «cooperation» regarding the higher education system. Competition and cooperation are considered to be factors which increase the efficiency of universities’ functioning. At the same time, there are contradictions in the justifications for the need to create competitive conditions for universities and in the definitions of the concept of efficiency, University is understood to be a commercial organization, its indicators being locked in its internal environment, whereas its main functions (reproduction of intellectual capital, improving the quality of human resources, orientation to the needs of the labor market) come to be out of sight. No less limited is the concept of competition, which is represented through the index of monopolization, calculated mostly through the proportion of students enrolled, beyond taking into account the peculiarities of the Russian higher education system. However, the works on competition and financing draw attention to the public good created by universities, which is not always tangible and requires the financial participation of the government. Thus, the discussions on universities’ competition and effectiveness in the context of their association with the commercial sector omit a number of socially significant elements of higher education and science.

Published
2020

44. Energy Engineering and Consulting: New Challenges and Reality

Author

Gitelman, L. D., Silbermann, V. A., Kozhevnikov, M. V., Makarov, A. Y., Sandler, D. G., Gitelman, L. D., Silbermann, V. A., Kozhevnikov, M. V., Makarov, A. Y., and Sandler, D. G.

Abstract

This article presents the results of studies that the authors conducted proceeding from a hypothesis that an increase of crises phenomena in the global economy, uncertainty, and higher risk along with the growing use of digital smart technology apply radically new requirements on knowledge-intensive services in the energy sector. The sector of management consulting and engineering services, which constitute the backbone of knowledge-intensive services, is faced with a new role of providing a mix of services addressing the tasks of devising anticipatory actions amid uncertainty and crisis based on forecasting. Analysis of changes in business models and the content of services indicate their strong capacity for smart logistics of complex projects, knowledge transfer in cooperation with universities and innovation institutions, managing the development of flexible technological and product solutions, and competency development in network teams. This article offers a detailed elaboration of an up-todate conceptual framework of engineering and management consulting; provides an overview of global trends; and presents a case study of collaboration problems that emerge in cross-disciplinary teams working on smart grid projects and projects of energy supply in cities based on smart grid technology. A model of proactive management and anticipatory personnel training in energy companies is proposed. This article describes the skillset needed for implementing a concept of integrated knowledge-intensive services for technological modernization and digitalization of the energy sector.

Published
2020

45. Supporting university decision making system. Сase study: Science and innovation block

Author

Garanin, M. A., Sandler, D. G., Garanin, M. A., and Sandler, D. G.

Abstract

One of the main areas of a modern university’s activity is a group of processes related to scientific research and innovation. According to the concept of “University 4.0,” a modern university is the center of the space for introducing innovations and developing territories. The concept of “University 4.0” provides for increased requirements for the quality of university management. Based on the methods of modelling, analysis, synthesis, the existing support system for making managerial decisions at the university is investigated. In the course of the study, a comprehensive management decision-making support system for the management of the Science and Innovation business process was developed, including a university management model with separation of management and administration procedures, a methodology for assessing the economic efficiency of innovative projects, and an information management support decision-making system. The developed management decision support system has been tested at the university while managing the Science and Innovation business process, proving its effectiveness. It is proposed to create a single intersectoral information and management platform “Science – Production – Operation”. © 2020 LLC Ecological Help. All rights reserved.

Published
2020

46. Analysis of the relations between scientometric and economic indicators of russian universities’ performance

Author

Sandler, D., Gladyrev, D., Sandler, D., and Gladyrev, D.

Abstract

Purpose – The study focuses on the relationship between universities’ publication activity and such indicators of their economic performance as revenues from extrabudgetary sources and revenues from research. Research methodology – The study relies on the economic, structural and scientometric data of 49 large Russian universities in a four-year period obtained from the Monitoring of the Efficiency of Higher Education Institutions and the analytical tool SciVal. The research method is a regression analysis with panel data models. Findings – The study has brought to light some interesting relations between scientometric and economic indicators: among other things, it was shown that higher rates of internationally co-authored publications are positively related with the share of universities’ revenues from extrabudgetary sources. The rates of citation of universities’ publications in journals indexed in major international databases are positively associated with revenues from research. Interestingly, there was a negative relationship between the share of nationally co-authored and the revenue from research. Practical implications – The results can be used for the strategic management of universities and for developing national policies in the sphere of higher education and science. Originality/Value – Apart from the most frequently used scientometric indicators such as the number of publications and citations, the following indicators were also included in the analysis: the share of internationally and nationally co-authored (domestic) publications, the share of publications in economics and management, in physics, arts and humanities. © 2020 The Author(s). Published by Vilnius Tech Press.

Published
2020

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