2013. vol. 8. No. 1

Irina Arzhanova -PhD in Engineering Science,Executive Director of the National Training Foundation, 7/1, 1905-Year Street, 123022, Moscow, Russian Federation; E-mail: arzhanova@ntf.ru

Marina Baryshnikova -PhD in Education, Head of Higher Education Projects Department of the National Training Foundation, 7/1, 1905-Year Street, 123022, Moscow, Russian Federation; E-mail: baryshnikova@ntf.ru

Marina Larionova -Dr. of Political Science, Head of International Organisations Research Institute (IORI)of the National Research University Higher School of Economics, 20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:mlarionova@hse.ru

Irina Lazutina –M.Sc in Cultural Management,Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:ilazutina@hse.ru

Anastasya Lopatina -M.Sc in Political Economy, Intern at the US-Russia Civil Society Partnership Program, Eurasia Foundation, 1350 Connecticut Avenue, NW, Suite 1000, Washington, DC 20036, USA; E-mail:alopatina@eurasia.org

Vitaly Nagornov -PhD in Economics, Director of the Research Centre for International Cooperation and Development of the International Organisations Research Institute (IORI) ofthe National Research University “Higher School of Economics”, 20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:VNagornov@hse.ru

Olga Perfilieva -PhD in Sociology,Director of the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) ofthe National Research University Higher School of Economics, 20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:Perfilieva@hse.ru

Lubov Zavarykina -MEd, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:lzavarykina@hse.ru

Vasily Zhurakovsky -Dr. of Engineering Science, Scientific Advisor at the National Training Foundation; 7/1, 1905-Year Street, 123022, Moscow, Russia; E-mail: zhurakovsky@ntf.ru

Abstract

The article presents a template methodology for multidimensional ranking of the Russian universities developed within the project «Developing and Approbating a Template Methodology for National Ranking of Higher Education Institutions» implemented by the National Training Foundation within a project of the Ministry of Education and Science, RF in 2011 - 2013. More than 100 Russian higher education institutions participated in the methodology approbation in 2012. The paper focuses on the methodology concept, its principles, tools, and methods of data processing.

The authors explore the definition of “multidimensional ranking” and demonstrate its benefits compared to single dimensional rankings. It is shown that the multidimensional approach for universities ranking is more suitable for assessing national higher education institutions as it takes into account the complexity and diversity of the national higher education system. The selected tools for ranking construction are described and the reasons for choosing these tools are explained. The evaluation areas (Research, Teaching, Internationalization, Knowledge Transfer and Engagement with Regional Stakeholders) and the system of indicators are also discussed.

It is demonstrated that the developed ranking methodology can be applied for a comprehensive evaluation of higher education institutions, their benchmarking and comparison, identification of HEIs’ strengths and weaknesses.

Marina Larionova -Dr. of Political Science, Head of International Organisations Research Institute (IORI)of the National Research University Higher School of Economics, 20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:mlarionova@hse.ru

Irina Lazutina -MSc in Cultural Management,Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:ilazutina@hse.ru

Anastasya Lopatina -M.Sc in Political Economy, Intern at the US-Russia Civil Society Partnership Program, Eurasia Foundation, 1350 Connecticut Avenue, NW, Suite 1000, Washington, DC 20036, USA; E-mail:alopatina@eurasia.org

Vitaly Nagornov -PhD in Economics, Director of the Research Centre for International Cooperation and Development of the International Organisations Research Institute (IORI) ofthe National Research University “Higher School of Economics”, 20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:VNagornov@hse.ru

Olga Perfilieva -PhD in Sociology,Director of the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) ofthe National Research University Higher School of Economics, 20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:Perfilieva@hse.ru

Lubov Zavarykina -MEd, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20 Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:lzavarykina@hse.ru

The article presents an analysis of the ranking methodology approbation outcomes. The methodology was developed within the project «Developing and Approbating a Template Methodology for National Ranking of Higher Education Institutions» implemented by the National Training Foundation within a project of the Ministry of Education and Science, RF in 2011- 2013. The paper highlights the methodological aspects of the ranking construction and explore how the ranking outcomes may be used to group universities according to their core characteristics.

Methods of data collection (self-reported questionnaire), data processing (normalization,) and statistical analysis procedures (grouping) are thoroughly discussed by the authors. The employed methods enabled researchers to construct 6 types of rankings. According to the ranking outcomes 3 groups of universities were identified: leaders, competitors and catching up. Further analysis revealed that the group of leaders (8 universities) is homogeneous and consists of National Research Universities. It is also shown that Russian universities demonstrate high results in such evaluation areas as teaching and learning and knowledge transfer, but have moderate achievements in research and internationalization.

The authors discuss possible trends in the Russian Higher Education system development and prospects for the methodology application.  The approbation outcomes revealed thata landscape of the Russian Higher Education system is changing and HEIs could be divided in 6 groups according to their qualitative characteristics. Thus, the developed methodology could be used not only for evaluation HEIs performance but for a comprehensive analysis of the Russian Higher Education system development.

Irina Lazutina - MSc in Cultural Management, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:ilazutina@hse.ru

Olga Perfilieva - PhD in Sociology, Director of the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) ofthe National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:Perfilieva@hse.ru

Lubov Zavarykina - MEd, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:lzavarykina@hse.ru

Abstract

The approbation of the template methodology developed within the project  «Developing and Approbating a Template Methodology for National Ranking of Higher Education Institutions» implemented by the National Training Foundation took place in 2012. Quantitative data were received from more than 100 higher education institutions.  Stakeholders’ comments, reflections, and recommendations on the developed tool, indicators, methods of data collection, processing, and presentation of the ranking results were collected in the course of approbation. Simultaneously, a series of  surveys were carried out to gauge the stakeholders’ attitudes to the methodology.  Qualitative evaluation of the methodology was based on the results of interviews, focus-groups and consultations with experts, academic community, students and employers. The article discusses outcomes of the conducted qualitative research on the stakeholders’ attitudes, their needs and expectations of the template methodology for a multidimensional ranking of Russian higher education institutions. It was revealed that stakeholders are more interested in multidimensional ranking as it reflects their need for transparent ranking system and relevant indicators and it takes into account the complexity of the Russian higher education system. The research demonstrated that various groups of stakeholders (students, HEIs staff, education authorities, representatives of employers) assess relevancy of the suggested set of indicators differently. Each group of stakeholders expresses interest in rankings of separate groups of universities (technical, medical etc.) as these rankings meet the stakeholders’ needs.  The paper concludes with provisions for further methodology amendments in accordance with the research findings.

Evgenia Mikhailova- PhD in Psychology, Dr. of Educational Studies, Corresponding member of RAE, Rector of the North-Eastern Federal University, 58, Belinskogo, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: rector-svfu@ysu.ru

The rector of the North-Eastern Federal University discusses university’s development objectives and the university’s role in the region. Stages of the university development, its main functions (research, education, internationalization, the third role) are also examined. The mission of the university in the context of regional development is described.

Main trends of the university transformation are identified on the basis of its mission, functions, development objectives and regional development needs. They are as follows: conducting innovate research in the areas relevant to the North-Eastern Russia development, educating and training professionals, development and application of modern technologies to meet regional needs and engaging with local community to foster the regional development.

The author argues that establishing a modern world-class university is a long and comprehensive process which requires strengthening human resources capabilities, developing an adequate infrastructure and effective university management.

Еhe strategic goal of North-Eastern Federal University in Yakutsk is to become an acknowledged scientific and cultural centre of the North-Eastern Russia. The university objectives include educating and training highly qualified human resources that will modernize economy and enhance social development of the region.

To achieve this ambitious goal the university established the system of strategic planning and monitoring, upgraded its infrastructure and launched new education programmes.

Vasiliy Savvinov -Head of theDepartment for Strategic Development of the North-Eastern Federal University, 58, Belinskogo, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: dagasia@mail.ru

Vasiliy Strekalovsky- Head of the Centre for Monitoring of Higher Education, Department for  Strategic Development of the North-Eastern Federal University, 58, Belinskogo, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: dsr_svfu@mail.ru

Abstract

The article discusses the outcomes of the research conducted by North-Eastern Federal University in Yakutsk which analyses approaches to meeting stakeholders’ needs through university transformation management. The research included three stands: the role of the university in regional development, foresight studies and forecast of the Russian higher education school development. Two main groups of stakeholders (internal and external) were identified by the researchers. The variety of stakeholders’ needs, motives, objectives forms a basis for universities’ development and strategic planning. The authors discuss the necessity of establishment a special system at a university level that takes into account stakeholders’ interests. This system should include the following elements: stakeholders’ monitoring and evaluation, stakeholders’ informing, providing consultation services, university’s engagement with stakeholders, cooperation with stakeholders to enhance universities’ strategic planning.  This leads to transformation of the universities’ organizational and management structures.

The authors argue that in this context universities can play one of the leading roles in  the regional development as research and educational centres, urban institutions, centres of cultural diversity, think-tanks. Case studies of Russian federal universities were discussed and analysed to support this conclusion.

It was demonstrated that innovative university development responding to stakeholders’ needs requires considerable institutional changes and transformation of universities’ role in regional  development.

Olga Perfilieva-PhD in Sociology,Director of the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) ofthe National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:Perfilieva@hse.ru

Abstract

The article presents the methodology of a comprehensive research on HEIs’ role in regional development. The methodology was adapted to study the North-Eastern Federal Universityexperiencein facilitating Far Eastern Federal District economic and social development.

To evaluate the university’s role in facilitating regional development three key dimensions were examined: innovation, education and research, socio-cultural sphere. These dimensions correspond to the federal universities’ functions, and meet the development demands of Far Eastern Federal District. A toolkit for analysis of the North-Eastern Federal Universitydevelopment programmeeffectiveness was developed.The research outcomes are of applied nature and can be used for elaboration of the  university’s strategic development concept, and amendment of the ongoing university’s development programme. The research creates a  foundation for the university’s effective contribution to the territory development.

The research was conducted within the framework of the project “Analysis of the NEFU’s role in the development of the territory on the basis of the OECD methodology adapted for Russian universities to develop recommendations for enhancement of the university’s influence on innovative, technological, educational and socio-cultural development of the region”, implemented within the contract № 1537-09/12, 24.09.2012 by the Institute of International Organisations of the National Research University “Higher School of Economics” and Department for Strategic Development of North-Eastern Federal University in 2012. 

Nikolay Medyshevsky- PhD in Political Science, Lecturer at the Department for World Culture and Democracy (UNESCO), Russian State University for Humanities; Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics, 6, Miusskaya sq.,125993, Moscow,Russian Federation; E-mail: lucky5659@yandex.ru

Abstract

The article presents the outcomes of the desk study on the role of the North-Eastern University in innovative, technological, educational, and socio-cultural development of the Far Eastern Federal District regions. The analysis systemizes socio-economic processes of the territory development and builds an evidence base for developing recommendations on strengthening the North Eastern Federal University potential in innovative regional development.

The author concludes that the university should be more specific with identifying its mission and objectives to be able to develop the strategy aimed at meeting regional development needs. Development and prioritizing of the university’s third role will enable the institution to enhance its research and educational potential (particularly in the area of modern technologies). Thorough analysis of the university’s  functions and regional needs helps to identify its’ niche in the region.

The article is prepared within the framework of the project “Analysis of the NEFU’s role in the development of the territory on the basis of the OECD methodology adapted for Russian universities to develop recommendations for enhancement of the university’s influence on innovative, technological, educational and socio-cultural development of the region”, implemented within the contract № 1537-09/12, 24.09.2012 by the Institute of International Organisations of the National Research University “Higher School of Economics” and Department for Strategic Development of North Eastern Federal University in 2012.

Irina Lazutina– M.Sc in Cultural Management, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow,Russian Federation; E-mail:ilazutina@hse.ru

Abstract

The article presents the outcomes of the qualitative research conducted within the framework of the project “Analysis of the NEFU’s role in the development of the territory on the basis of the OECD methodology adapted for Russian universities to develop recommendations for enhancement of the university’s influence on innovative, technological, educational and socio-cultural development of the region”, implemented within the contract № 1537-09/12, 24.09.2012 by the Institute of International Organisations of the National Research University “Higher School of Economics” and Department for Strategic Development of North Eastern Federal University in 2012.

The research aimed to evaluate NEFU’s impact on facilitating development of the Sakha Republic and Far Eastern Federal District through: 1) human resources education and training; 2) research; 3) knowledge transfer to stimulate region’s socio-economic development; 4) strengthening innovative potential consolidating capabilities of research and education institutions, business, local government and NGOs; 5) attracting advanced international technologies and knowledge and their adaptation to regional conditions.

The author concludes that the university fosters regional development through improving quality of secondary education, improving access to education, particularly in remote areas, extending research activities, enhancing health services for indigenous population and  stimulating local labour market development by training specialists required by the region.

Petr Ivanov - Deputy Headof theDepartment for the Strategic Development of the North-Eastern Federal University, 58, Belinskogo, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: dsr-svfu@mail.ru

Irina Lazutina– M.Sc in Cultural Management, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow,Russian Federation; E-mail:ilazutina@hse.ru

Nikolay Medyshevsky- PhD in Political Science, Lecturer at the Department for World Culture and Democracy (UNESCO), Russian State University for Humanities; Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics, 6, Miusskaya sq., 125993, Moscow,Russian Federation;E-mail: lucky5659@yandex.ru

Vitaly Nagornov- PhD in Economics, Director of the Research Centre for International Cooperation and Development of the International Organisations Research Institute (IORI) ofthe National Research University “Higher School of Economics” 20, Myasnitskaya, 101000, Moscow,Russian Federation; E-mail:VNagornov@hse.ru

Olga Perfilieva- PhD in Sociology, Director of the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail: Perfilieva@hse.ru

Vasiliy Savvinov- Head of the Department for Strategic Development of the North-Eastern Federal University, 58, Belinskogo, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: dagasia@mail.ru

Vasiliy Strekalovsky- Head of the Centre for Monitoring of Higher Education, Department for  Strategic Development of the North-Eastern Federal University, 58, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: dsr_svfu@mail.ru

Tatiana Volkova- Senior Officer at the Centre for Monitoring of Higher Education, Department for Strategic Development of the North-Eastern Federal University, 58, Belinskogo, 677000, Yakutsk, Sakha Republic (Yakutia); E-mail: misssunset@mail.ru

Lubov Zavarykina- MEd, Researcher at the Centre for International Comparative Studies of the International Organisations Research Institute (IORI) of the National Research University Higher School of Economics,20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:lzavarykina@hse.ru

Abstract

The article presents the main outcomes of a comprehensive research on the North-Eastern Federal University role in development of Far Eastern Federal District. The paper includes outcomes of the field and desk studies: analysis of statistical data on socio-economic development of the Far Eastern District, self-assessment of North Eastern Federal University departments, surveys on the basis of formalized experts’ interviews and focus groups of various stakeholders.

The research revealed the university tangible impact on the city (Yakutsk) and the Republic of Sakha development. However, the university needs a strategy to promote its influence in other Far Eastern regions and strengthen its positions in the Republic of Sakha. The analysis demonstrates that the university possesses necessary capacities to strengthen its positions to generate influence on territorial development in the Far Eastern Federal District. However, utilization of the potential would require an agreement on a strategy to go ahead and harnessing of resources.

The research is conducted in the framework of the project “Analysis of the NEFU’s role in the development of the territory on the basis of the OECD methodology adapted for Russian universities to develop recommendations for enhancement of the university’s influence on innovative, technological, educational and socio-cultural development of the region”, implemented within the contract № 1537-09/12, 24.09.2012 by the Institute of International Organisations of the National Research University “Higher School of Economics” and Department for Strategic Development of North Eastern Federal University in 2012.

Stephan Vincent-Lancrin - Senior Analyst and Project Leader at the OECD Centre for Educational Research and Innovation, OECD, 2, André Pascal, 75775 Paris Cedex 16, France; E-mail: stephan.vincent-lancrin@oecd.org

Sebastian S. Pfotenhauer - Research Fellow at the Massachusetts Institute of Technology, 77, Massachusetts Avenue, Cambridge, USA; E-mail: pfotenh@mit.edu

Abstract

The Guidelines for Quality Provision in Cross-Border Higher Education were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The Guidelines are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey of the main recommendations of the Guidelines, this report monitors the extent to which the OECD countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The Secretariat has also collaborated with the UNESCO Secretariat to have the questionnaire sent to all UNESCO non-OECD country delegations. Twenty-three responses were obtained from 22 Members: Australia, Austria, Belgium (Flemish and French communities), Czech Republic, Denmark, Finland, Germany, Hungary, Israel, Italy, Japan, Korea, New Zealand, Norway, Poland, Slovenia, Spain, Switzerland, Netherlands, Turkey, United Kingdom, United States; and 9 non-Members: Bulgaria, Colombia, Fiji, Indonesia, Jordan, Kyrgyzstan, Lithuania, Oman, Rwanda. Government representatives were asked to co-ordinate with the other stakeholders covered to answer the survey.

The main conclusion of the survey is that (responding) countries report a high level of  compliance with the Guidelines recommendations. On average, compliance performance of the responding OECD countries reaches 72%. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly.

Tertiary education institutions are the group of stakeholders that follow most of the recommendations of the Guidelines, with an average compliance index of 0.80 (80%). The governments’ average compliance is 76%. Paradoxically, quality assurance and accreditation bodies’ compliance with the Guidelines is lower than governments’ and tertiary education institutions’.Student bodies only conform to 51% of the recommendations – with the caveat that information about their activities was generally scant in the survey answers.

The objectives or desirable practices emphasized by the Guidelines are: 1) the inclusion of crossborder higher education in countries’ regulatory framework, 2) the comprehensive coverage of all forms of cross-border higher education, 3) student and customer protection, 4) transparency in procedures (for providers), 5) information access and dissemination (for potential international students), 6) collaboration.

Four of these objectives are largely met on average: countries have regulatory frameworks or arrangements in place, cover different forms of cross-border higher education comprehensively, are transparent in their procedures, and are engaged in national and international collaboration. The current main weaknesses in compliance lie in ensuring an easy access to information and the level of student and customer protection.

While there is probably no need for a revision of the Guidelines, countries should continue to disseminate and implement the recommendations. The main areas of improvement lie in measures to improve student and customer protection as well as the transparency in procedures of assessment, registration, and licensing for providers. Further progress in the ease of access of information for students would also be welcome.

Natalia Drantusova -PhD in Economics, Senior Researcher at the Centre for University Management of the Institute of Educational Studies of the National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail: ndrantusova@mail.ru

Evgeny Kniazev -Dr. of Economics, Head of the Centre for University Management of the Institute of Educational Studies of the National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail: ekniazev@list.ru

Abstract

The authors discuss trend in the Russian HEIs differentiation, examine the reasons for this phenomena and identify 4 new models of universities.

The present state policy in Russia, recognizing the key role of Higher Education in economic and social development, is focused on supporting the selected limited group of universities encouraging their goals for competition in globally. At the same time the conditions for outsiders are being tightened. This may create certain risks for the National Higher Education System. Based on the stakeholders’ concept of the system processes analysis the authors prove the necessity for constructing a new landscape of Higher Education.

The analysis of various stakeholders’ needs and expectations enables researchers to describe 4 universities models: 1) “research university” with a research mission at a federal level; 2) “university – system integrator” – a university with a federal social-economic mission; 3) “university – regional integrator” – a university with regional socio-economic mission; 4) “university – human resources developer” – an institution with a local mission.

This approach allows researchers to demonstrate the diversity of the Russian higher education landscape. The authors conclude that the government as the main stakeholder should identify the development vector of the higher education system: hierarchical differentiation or differentiation aimed at supporting and development of higher education institutions institutional diversity.

Alisa Melikyan- M.Sc. in Strategic Management, Senior lecturer at the Department of Software Systems Architecture, Research Fellow at the Institute for Statistical Studies and Economics of Knowledge of the National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail:amelikyan@hse.ru

Boris Zhelezov- PhD in Political Science, Research Fellow at the Institute for Educational Studies, National Research University Higher School of Economics, 20, Myasnitskaya, 101000, Moscow, Russian Federation; E-mail: bzhelezov@hse.ru

Abstract

The presented article describes practice of the National Research University “Higher School of Economics” in attracting international staff and its involvement in innovative activities. It can be useful for professionals involved in internationalization of higher education in Russia.

The article presents the outcomes of the survey on innovative activities of international staff members of the National Research University “Higher School of Economics”.  Both international staff members and the heads of university’s departments took part in an on-line survey. The survey helps  identify the trends in innovative activities of the international staff (research, educational, administrative) and attempts to assess their contribution to the university’s development. The authors employ the EDI concept (employee-driven innovation) to analyze the outcomes of the survey. In the framework of this concept an employee is seen as a potential resource for innovation and the employer’s objective is to create supportive environment to stimulate innovative potential of employees.

The article concludes with recommendations on stimulating employees’ innovative and creative activities.  It was demonstrated that certain organizational structures which support international staff and its adaptation are crucial for successful implementation of international activities and attracting international specialists. However, additional efforts should be made to facilitate international staff adaptation and its cooperation with Russian colleagues.