PRIORITY NATIONAL PROJECT “EDUCATION”

CREATING A NETWORK OF NATIONAL RESEARCH UNIVERSITIES

2011 ReportOn the Implementation of the

“Development Program for the National Research University Higher School of Economics for the Period 2009-2018”

Contents

1. Development Program Targets in 2011......................................................2

2. Implementation of Development Program Measures in 2011....................2

3. The Most Significant Infrastructural Changes in 2011, including the Development of Innovation Infrastructure......................................................2

4. Most Significant Achievements under the HSE Developement Program in 2011.............................................................................................................2

5. Improving Education...................................................................................2

6. Developing Human Capital ........................................................................2

7. Modernizing Administrative Systems.........................................................2

8. Evaluating the Socioeconomic Effectiveness of the HSE Development Program...........................................................................................................2

9. Development Program Objectives for 2012................................................2

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1. Development Program Targets in 2011

The strategic goal of the Development Program is to create a progressive research, education, analytic, consulting and design center in the social and economic sciences at the National Research University Higher School of Economics (HSE), which is one of the world’s top research universities thanks to the quality of its staff and its research results and which is making a significant theoretical and practical contribution to innovative development and global competitiveness of Russia.

The HSE Development Program includes four priority development areas (henceforth PDAs): economics, management, public administration, and sociology.

To attain its strategic goal, HSE is working in the following strategic areas:I. Providing the Russian economy with skilled researchers, analysts, and

managers II. Creating a world-class research and innovation center in the social and

economic sciencesIII. Promoting the diffusion of innovative socioeconomic knowledge and

practicesIV. Developing the human resources of HSE as a research universityV. Improving the infrastructure of educational and research activity to make it

competitive with leading global educational centers

The following tasks were given priority in 2011.As part of the first strategic area:

1) Developing and implementing in-house educational standards for master’s programs2) Implementing Learning Management System software for the core educational process

3) Launching an innovative bachelor’s program in economics4) Designing new joint double-degree master’s programs with leading foreign universities 5) Developing innovative full-time graduate student programs featuring a substantial increase in educational components and meeting international standards6) Developing student academic mobility 7) Introducing European diploma supplements to HSE bachelor’s, specialist and master’s degrees

As part of the second strategic area: 8) Establishing research laboratories headed by leading international scientists in PDAs9) Organizing the elaboration of proposals for dealing with the current problems of Russia’s socioeconomic strategy through 2020 in cooperation

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with the Russian Presidential Academy of National Economy and Public Administration10) Participating in the creation and operation of technical platforms in the

priority areas of science, engineering and technology11) Conducting integrated interdisciplinary research with the participation

of a large number of scientific research units and university faculty12) Conducting large-scale monitoring studies in the socioeconomic

sphere13) Increasing the volume of applied research and the number of clients

from the real economy14) Developing a system for commercializing the results of research and

development at HSE

As part of the third strategic area: 15) Launching programs for raising the qualifications of general education

high school teachers and master’s programs for high school and university administrators in order to diffuse the best educational practices and advanced experiences

16) Developing the resources of three educational portals supported by HSE for facilitating the professional expert discussion of educational topics and their popularization and supporting the educational process

17) Facilitating interaction and creating a platform for communication between representatives of government, business, the research community, experts and the general public on important issues relating to the country’s development

As part of the fourth strategic area: 18) Attracting professors with international PhDs and working experience

at leading international universities to HSE 19) Stimulating innovative activity in research and education among HSE

professors and researchers 20) Improving qualifications and promoting the academic mobility of

HSE academic employees (henceforth: AEs)21) Expanding the university’s personnel pool and elaborating an action

plan for developing the professional skills of young AEs

As part of the fifth strategic area: 22) Improving facilities and purchasing equipment to modernize and

establish laboratories, centers and departments23) Equipping HSE academic facilities with Wi-Fi 24) Developing HSE IT systems, electronic library resources and a unified

archive of social and economic data25) Developing a new version of the HSE Development Program to reflect

the HSE accomplishments and specifics, as well as its new status as an autonomous educational institution

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26) Organizing an expert review of HSE’s strategic areas by leading international experts

2. Implementation of Development Program Measures in 2011

All of the Development Program measures planned for 2011 were implemented in accordance with the approved action plan. 280 million rubles (including VAT) were allocated for program implementation by the federal government.

HSE co-financing for the implementation of Development Program activities totaled 72.12 million rubles in 2011, surpassing the planned amount of 56 million rubles by 29%. These funds were used to implement professional development activities, develop informational resources, improve administrative systems for research and education, and finance the international academic mobility (undergraduate and graduate students, academic employees) in accordance with Russian Government Resolution # 676 of August 12, 2011.

In 2011, over 352 million rubles were expended on the implementation of the Development Program initiatives (Table 1).

Table 1. Distribution of funds from the federal budget and co-financing by strategic area in the HSE Development Program Strategic area of HSE Development Program Financing in 2011

Federal budget (thousand rubles)

Co-financing (thousand rubles)

Plan Actual Plan ActualStr. Area 1: Providing the Russian economy with researchers, analysts, and managers 51,810.0 52,678.7 1,200.0 0

Str. Area 2: Creating a world-class research and innovation center in the social and economic sciences

0 0 300.0 0

Str. Area 3: Promoting the diffusion of innovative socioeconomic knowledge and practices

24,863.1 17,404.9 0 0

Str. Area 4: Developing the human resources of HSE as a research university 70,000.0 59,566.1 14,000.0 15,662.2

Str. Area 5: Improving the infrastructure of educational and research activity to make it competitive with leading global educational centers

133,326.9 150,350.3 40,500.0 56,457.9

Total: 280,000.0 280,000.0 56,000.0 72,120.1

For attaining these goals, the following efforts were undertaken by HSE (a more detailed description is presented later in this report).

As part of the first strategic area of “providing the Russian economy with researchers, analysts and managers”:

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– In-house standards were elaborated for HSE in 16 master’s programs and two bachelor’s programs along with a procedural basis for HSE’s in-house educational standards

– Learning Management System (LMS) software was introduced using the e-Front platform, which gives students and teachers convenient instruments for organizing and supporting the process of full-time and distance learning, facilitates the use of new educational methods, and opens a wide range of possibilities for using modern information and communication tools. In 2011, 3,200 people actively used LMS, and 700 sites of academic departments provided students with the materials necessary for their work.

– A joint bachelor’s degree was created by the New Economic School (NES) and the HSE Faculty of Economics. This innovative education program in economics was designed in accordance with HSE’s in-house educational standards; it takes an individual approach to each student and includes exchange programs with leading international universities

– Nine new double degree master’s programs developed and are being realized in cooperation with leading foreign universities from the US, UK, France, Germany, Italy and Canada

– The innovative full-time post-graduate program was further developed with the aim to raise the quality of graduate education as HSE develops as a research university; attract young scholars to international research projects and networks; create a contemporary academic culture; and give graduate students the chance to participate in research for publication in international peer-reviewed journals.. The program expands the educational modules in the main professional disciplines, offers special courses for building academic skills, and allows graduate students to work full time at HSE research units. In 2011 international researchers ware actively attracted to the program as lecturers and experts for an interim assessment of the results of graduate student work. Fifteen leading international scholars employed by HSE received the status of highly qualified specialists and academic advisors for graduate students and doctoral candidates. At the end of 2011, the full-term graduate program had a total enrollment of 20 students.

– HSE expanded cooperation with leading international universities provided more opportunities for the HSE students and academic staff. During the 2010-2011 academic year, 16 double-degree programs were realized in partnership with 13 foreign universities. There were 256 foreign students enrolled in HSE’s general and integrated educational programs; 180 HSE students participated in study abroad programs (e.g. through double-degree programs, foreign exchange programs, and international summer and winter schools). Special competitions were held to support student academic mobility and 86 students received financial aid from the university.

– The European diploma supplements were issued in 2011 to all graduates from the Moscow campus and affiliate branches. (For more information, see Section 5 “Improving the Educational Process in PDAs”.)

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As part of the second strategic area, “Creating a world-class research and innovation center in the social and economic sciences”:

– Ten new research and education labs headed by leading foreign scholars were established. Two labs were established with the financial support of the Russian government as HSE was a winner of a competitive grant for the public support of academic research supervised by leading scholars. The remaining labs were designed and developed with the university’s own funds and funds allocated by the Development Program. These labs contribute to the development of the HSE priority development areas.

– By a decision of the Russian government, HSE and the Russian Presidential Academy of National Economy and Public Administration served as platforms for the expert discussion of Russia’s strategy for socioeconomic development through 2020 (21 expert working groups). Experts findings and recommendations were publicly debated (debates were covered by the media; see the website http://2020strategy.ru). At end 2011, the government was given a summary report of the most urgent issues in the country’s socioeconomic strategy through 2020.

– The university took active part in providing organizational, informational, analytical and expert support for the development of technological platforms with the aim to improve the efficiency of the government to work with research, technology and innovation policy (HSE efforts included founding of two technological platforms and service provision for state corporations and universities in creating technological platforms).– In 2011, HSE significantly expanded and intensified its activities as a think tank involving large number of departments and HSE employees in diverse multi-disciplinary research. The projects implemented include the development of a new strategic concept for the Socioeconomic Development Strategy for Moscow through 2025; elaboration of the Socioeconomic Development Strategy for the Samara Region through 2030; development of a research and education complex in the Tomsk Region program as part of the “Innotomsk” Project; and the elaboration of the Public Development Program for Education in Moscow through 2018.

– HSE continued to implement large-scale monitoring studies in different areas of development of the Russian economy and the social sphere. In 2011, 13 empirical studies were made. The results are being used to prepare analytic materials for the Russian government, make long-term forecasts of socioeconomic development in the country, develop strategies for the innovation sector of the economy, modernize education, science and healthcare, and improve policy tools.

– HSE’s research models and tools, which are based on global scholarly experience and in-house research, are increasingly in demand among government bodies and Russian businesses, which allowed increasing the volume of applied research. Thus, the total amount of funding for applied research in 2011 exceeded 1.3 billion rubles (a 60% increase over 2010), while research commissioned by Russian organizations accounted for over 600 million rubles. Meanwhile, the number of HSE partners in the business community grew from 70 organizations in

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2010 to about 100 in 2011. This list includes companies that play key roles in the Russian economy: Gazprom, Russian Railways, Aeroflot, Gazprom Mezhregiongaz, Rosneft and RAO Energy Systems of East.

– The system of commercializing the results of the HSE R&D was further developed and the HSE Innovation Center LLC was created in 2011. This for-profit company with 100% HSE participation will represent the university’s interests in relations with business. (For more information, see Sections 3 “The Most Significant Infrastructural Changes in 2011, including the Development of Innovation Infrastructure” and 4 “HSE’s Most Significant Achievements under the Development Program”)

As part of the third strategic area “Promoting the diffusion of innovative socioeconomic knowledge and practices”:

– HSE launched the “Higher School of Education” Project, which aims to diffuse the best pedagogical practice and administrative instruments in the system of general and higher professional education. The HSE Institute for Educational Studies implemented this project and served as its methodological center. In 2011, a short-term program was implemented to retrain 242 high-school supervisors and teachers in economics, social studies, math and law. In addition, HSE opened two part-time master’s programs in education administration (“Education Administration” and “University Administration”), which should allow graduates develop and implement education policy as well as manage education at the school, university, municipal and regional levels. In 2011, the total enrollment in these programs was 162 people.

– HSE continued to develop three internet portals in the PDAs: the federal education portal “Economics. Sociology. Management. (ESM)” (http://ecsocman.edu.ru); the expert channel “Open Economics” (http://opec.ru); and the HSE corporate portal (http://www.hse.ru).

In 2011, over 3,600 analytical and research publications were posted on the ESM site (including 81 books and 3,500 articles). The section of specialized research journals was expanded: it now includes the archives of 39 electronic journals. Over 70 career-guidance publications were posted, familiarizing undergraduate and graduate students with professions in the socioeconomic sphere and providing recommendations on subjects to study and abstracts of new books. In addition, a database of general education institutions in Russia at the secondary level was created and will be accessible to users in the first half of 2012.

On the “Open Economics” site, articles on problems of modernizing the Russian economy written by Russian experts and leading specialists from China, Israel, Poland, France, the US, Bangladesh and Germany are posted.

An English version of the database of research projects (http://www.hse.ru/en/org/projects/) was launched. It contains the abstracts of 252 HSE research projects. English-language versions of the sites of new HSE research departments were also created.

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The corporate portal also provides open access to 90% of the academic programs offered by the university.

– In 2011, HSE organized over 300 public scholarly events in the priority development areas, including 20 national and international conferences. The most significant events included an international conference on “Social Policy in the Context of the Transformation of Russian Society: Reforms and Daily Life” organized by HSE and the Center of Social Policy and Gender Studies; the Journal of Social Policy Studies created with the support of the John D. and Catherine T. MacArthur Foundation (PDA “Sociology”); the V Sociological Methods in Modern Research Practice Conference (PDA “Sociology”); the XII International Research Conference on Problems in Economic and Social Development that dedicated to two topics – “The global economic crisis and prospects for modernizing Russia” and “Quality and standards of living: changes in time and space” (covering all PDAs); the international symposium “20 Years: The Political and Economic Evolution of Post-Communist Europe,” which brought together leading economists, political scientists and historians from the CIS, Baltic States and Central and Eastern Europe (PDAs “Economics” and “Sociology”); an international conference on “Improving the Efficiency of Public Services” organized under the auspices of the International Association for Public Policy Analysis and Management or APPAM (PDA “Public Administration”); and the IV “Contemporary Management: Problems, Hypotheses and Studies” International Conference organized by HSE in cooperation with the Harvard Business Review Russia (PDA “Management”).

As part of the fourth strategic area “Developing the human resources of HSE as a research university”:

– HSE hired 11 foreign specialists who hold PhDs from the global labor market.

– A broad system of incentives was developed to motivate researchers and teachers to work creatively. The main instruments used were the intra-university Academic Fund and the Educational Innovation Fund.

The Academic Fund awarded bonuses to 349 employees for their research publications and contributions to the repucation of HSE as well as 79 individual research grants. 18 collective teacher-student research projects were supported, allowing young researchers, graduate and undergraduate students to work together under the guidance of an experienced mentor (HSE leading researcher). HSE employees received 17 grants from the Russian Foundation for Basic Research and the Russian Humanitarian Research Foundation, and 270 grants were awarded for participation in travelling seminars in Russia and abroad.

The Educational Innovation Fund supported through a competition 100 innovative projects of the HSE professors (e.g. elaboration of joint master’s programs with foreign universities; development of academic courses in English; development of educational projects on the basis of Learning Management System software, etc.) that will be used in the education process.

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– A comprehensive program for the professional development of HSE employees was implemented (e.g. improvement of subject-specific skills for AEs with an emphasis on the use of professional tools; and the organization of an academic internship programs).

In 2011, 278 AEs and university graduate students were sent to top universities and research centers for internships.

– Continued methodological, organizational, informational and educational support was provided to young teaching and research staff who comprised the HSE academic cadre reserve. In 2011, this pool grew by 50 people (27%) compared with 2010.

As part of the fifth strategic area “Improving the infrastructure of educational and research activity to make it competitive with leading global educational centers”:

– In 2011, construction was completed on HSE’s Voronovo suburban academic center (including dormitory buildings for 166 people). Major repairs were completed in Moscow buildings with a total area of 11,000 sq m, and in Nizhny Novgorod branch with a total area of 6,000 sq m.

The university spent 58.52 million rubles on education and research lab equipment. Technical equipment for education (document cameras, projectors, interactive whiteboards, etc.) fit out eight rebuilt labs in the PDAs, as well as lecture and seminar halls.

HSE’s goal of integrating into the global educational and research community makes it necessary to hold a large number of events in different languages. The purchase of a simultaneous translation system helped improve the quality and format of these events and save money on renting the equipment.

– Wi-Fi internet was set up in HSE academic buildings. This project began in 2010 and was completed in 2011. As a result, wireless internet is now available in 18 academic buildings.

– To develop corporate information systems, the “Applicant-Undergraduate-Graduate-Alumnus” System (AUGA) was updated, and new functional information blocks were added. The system contains data on the student body and the education process. Hitherto separate sections of AUGA were united into a single information system with one database. System integration significantly reduced the time spent on collecting reference and statistical data. Thanks to the revisions, there are now more opportunities to work with curricula, and users can register online for continuing professional education programs. The system was also integrated with the new Learning Management System software.

In accordance with the needs of research and education departments in HSE’s PDAs, 13 economic, sociological and statistical databases were purchased: Chicago Liquidity Bank, Chicago Mercantile Exchange DataMine, World Telecommunication/ICT Indicators Database 2010, Economics of Russian Cities, CIS Statistics, Database of Electricity and Natural Gas Rates 1998-2010, Cross-National Time-Series Data Archive, Emerging Markets Information Service, DealWatch, CRSP 1925 US Stock Database, Datastream Advance Premium,

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ThomsonOne, and Z_trenddatabase. The university’s new information resources became part of its unified archive of economic and sociological data http://sophist.hse.ru/4dbank.shtml.

New databases were also purchased for HSE’s library: EBSCO Publishing’s database of academic periodicals; the Scopus reference database of academic citation; World Bank e-Library; the Oxford University Press database; electronic journals on the JSTOR platform; Project Muse; the New Palgrave Dictionary of Economics Online; Alpina Publishers’ Business Online Library; the Academic Complete collection of electronic books; ProQuest and EastView electronic information resources; ThomsonReuters database; the databases General OneFile, DigiZeitschriften, Passport GMID Academic, Datamonitor360, CityData, Factiva, A to Z, LinkSource, Emerald Management Plus and Emerald Emerging Markets Case Studies; publications on the Cambridge Journals platform; electronic versions of encyclopedias and reference materials on the Rubricon platform; and the IMF e-Library. Access to all electronic library resources is available for students and staff and can be found in the Online Resources section of the HSE library website (http://library.hse.ru/e-resources/e-resources.htm).

– HSE has drafted amendments to the text of its Development Program through 2018 based on three years of experience in implementing the program and the specific needs of HSE’s development, as well as the new urgent tasks set for the university by the Russian Government and the Moscow City Administration.

– The priority development areas and overall strategic development of HSE were evaluated during international advisory committee meetings and individual visits of its members. Recommendations from leading foreign specialists were incorporated into the plan for implementing the Development Program for the next two years. In 2011, meetings of the international expert council on the PDAs “Economics”, “Sociology” and “Public Administration” were also held to discuss in detail the concepts of the PDAs and the projects undertaken within their framework. The recommendations of international experts were taken into account when developing action plans for PDAs that assured progress toward the goals set down by the Development Program and financial support for the university. (For more details, see Section 7 “Modernizing Administrative Systems”.)

3. The Most Significant Infrastructural Changes in 2011, including the Development of Innovational Infrastructure

Research labs headed by top foreign researchers In 2011, one of the priority development areas in academic research

activity was the creation of research and education labs at HSE that are headed by top foreign scholars (see http://www.hse.ru/science/inter). Three international labs were founded in 2010; other 10 began to work in 20111:1) Laboratory of Market Theory and Spatial Economics, headed by

Professor Jacques-François Thisse from the École des Ponts ParisTech. The lab 1 The first two of the laboratories listed below were built based on a competitive grant from the Russian government for state support of academic research conducted under the leadership of the top researchers in Russian educational institutions of higher professional learning.

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was created at the St. Petersburg branch of HSE, and its main focus is the study of market models (PDA “Economics”).

2) Laboratory of Algorithms and Technical Analysis of Network Structures, headed by University of Florida professor Panos M. Pardalos. The lab was founded at the Nizhny Novgorod branch of HSE and works within the PDA “Management.”

3) International Research Laboratory of Analysis and Decision Making (PDA “Economics”), headed by the winner of the Nobel Prize in economics and Princeton University professor Eric Maskin. The lab’s main focus is fundamental research on the theory and practice of decision making; applied research on the analysis and support of decisions in economics, informatics, management, and government administration; building models and conducting research on problems of individual and collective decision-making; and evaluating and testing computer systems to support decision making.

4) Laboratory of Economic Innovation (PDA “Economics”) headed by Manchester University professor Ian Miles. The lab’s main focus is to develop theoretical methods, models and quantitative approaches in the domain of economic innovation, as well as to design methods and tools for evidence-based innovation policy.

5) Laboratory of Science and Technology Research (PDA “Economics”), led by Jean Guinet, Head of Country Studies at the OECD Directorate for Science, Technology and Industry. The lab’s main focus is developing comprehensive methods and tools to study trends and priorities in the development of science and technology and creating effective mechanisms for elaborating science and technology policy.

6) International Center for the Study of Institutions and Development (PDA “Economics”), led by Columbia University professor and director of the Harriman Institute Timothy Frye. The center brings together researchers from the Higher School of Economics, Columbia University and the University of Wisconsin-Madison (US), which are currently working on a long-term project called “Institutions and Economic Development: The Role of Bureaucracy and Field Experiments as a Method of Analysis and Evaluation of Reforms.”

7) HSE International Laboratory for the Analysis of Education Policy (PDA “Public Administration”), led by Martin Carnoy. The lab’s main focus is research on the economics of education and the quality assessment of education in cooperation with leading international researchers.

8) International Academic Laboratory for Research on Strategic Behavior and Institutional Design (PDA “Economics”), led by Professor Maarten Janssen. The lab’s main focus is research on consumer markets and auctions.

9) International Scientific-Educational Laboratory of Socio-Cultural Research (PDA “Sociology”), led by Peter Schmidt and Nadezhda Lebedeva. Professor Shalom Schwartz from the Hebrew University of Jerusalem is the laboratory’s academic consultant. The lab’s main focus is the study of the influence of cultural values on socioeconomic development, research on trends in

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cultural values in Russia, and the development of a single concept of cultural measurement that integrates existing concepts and approaches.

10) International Scientific-Educational Laboratory of Institutional Analysis of Economic Reform (PDA “Economics”), led by George Mason University (US) professor John Nye. It conducts academic research in the field of market and industry analysis.

International laboratories contribute to the university’s integration into global academia. The prominent foreign professors give different courses in core subjects. The laboratories were also used to hold summer schools and professional development seminars for HSE teachers and researchers. Thanks to these labs, the number of foreign AEs at HSE increased by 14. Academic mobility also increased: in 2011, over 40 guest professors and researchers visited HSE.

The international laboratories played an important role in attracting young people to academic research: at present, 91 of the laboratories’ 121 academic employees are under 40 years old. HSE’s best undergraduate and graduate students are invited to work at the international laboratories, which gives them the chance to accumulate experience in international research projects at the beginning of their research careers. In 2011, the staff of the international laboratories prepared 121 articles for publication, of which 101 were published. The results of the conducted research were presented at different seminars, conferences and symposiums: the staff of the international laboratories presented their results at 114 external conferences and seminars.

New academic departmentsAlong with work on international laboratories, work began on the following

new HSE academic departments created within PDAs:1) Institute of Regional Research and City Planning, which conducts

interdisciplinary research and development within PDA “Public Administration”. 2) Institute of Transport Economics and Transport Policy, part of PDA

“Economics”3) Institute of Energy Economics and the Utilities Sector, part of PDA

“Economics”4) Institute of Agrarian Research – SovEcon Center, part of PDA

“Economics”5) Center for the Evaluation of Commodity Assets, organized by the

HSE Department of Energy and Commodity Markets in partnership with Neftegazkonsalt (PDA “Economics”). The center will conduct applied research in the field of economics, commodity market regulation, and the relationship between the government and the commodities sector.

6) Center for Social Entrepreneurship and Social Innovation, part of PDA “Economics”

7) Research-Education Laboratory of Interdisciplinary Research in the Non-Profit Sector of the Center for Research on Civil Society and the Non-Profit Sector, part of PDA “Sociology”

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8) Research-Education Laboratory for Studying Entrepreneurship, which participates in the implementation of the Global Entrepreneurship Monitor (GEM) project. This international project is conducting the most comprehensive research on entrepreneurial trends, activities and expectations with the participation of 59 states. A group of scholars from the St. Petersburg University Graduate School of Management and HSE (PDA “Sociology”) are working on the project from the Russian side.

9) Laboratory of Urban Research at HSE’s St. Petersburg branch, part of PDA “Public Administration.”

10) Laboratory of Economic Culture at HSE’s St. Petersburg branch, part of PDA “Economics.”

11) Laboratory of Economic and Mathematic Methods at HSE’s St. Petersburg branch, part of PDA “Economics.”

12) Department of City and Regional Economics at HSE’s St. Petersburg branch within the PDA “Economics,” and the Department of Information Technology and Complex Systems, part of the Business Informatics Department within the PDA “Management.”

In order to promote HSE’s research, consulting and educational services in the regions more actively, the Center for the Support of Regional Initiatives was created. It is designed to provide systemic cooperation with regional and municipal bodies and boost HSE’s work with regional and local authorities.

New education departments and organization of student research and projects

In order to enhance HSE’s educational activity, increase the appeal of its educational programs and develop interdisciplinary research, a new department was formed at the university to implement the basic programs of higher professional education: the Department of Media Communications, the Higher School of Urban Studies, and the Department of Philology.

Special attention is paid to involving students in academic research. Nine research-education groups were created. These groups are temporary collectives of undergraduate and graduate students working on a concrete research project under the direction of an experienced specialist/mentor. The successful implementation of a research project can lead to an expanded research topic and the organization of a new academic research lab on the basis of the group. In 2011, there were 26 research-education labs operating in all the PDAs.

In order to increase the practical component in the education process and expand students’ project activities, seven new core departments were created by leading companies and research centers: PricewaterhouseCoopers, Leontief Centre for Socioeconomic Research, McKinsey&Company, KPMG, Yandex, Steklov Mathematical Institute of the Russian Academy of Sciences, and the Federal Chamber of Lawyers (at HSE’s St. Petersburg branch).

Development of innovation infrastructure

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In 2011, active work was conducted to develop the university’s innovation infrastructure. The system of commercializing the results of HSE research and development was improved. In 2011, the university introduced a mechanism to protect trade secrets, drafted and published policy guidelines on intellectual property rights, and filed an application to register its seven most important trademarks and other intellectual property, four of which were approved in 2011.

A significant step in the development of the university’s innovation belt was taken with the creation of LLC “HSE Innovation Center” – a business entity with 100% HSE participation. Its main task is to commercialize the results of HSE academic research and represent the university’s interests in joint innovation projects and small innovation companies. The first company in which HSE took part was LLC “East-West Digital Consulting,” which is working on a project to create an English-language information-analytical internet resource about innovation in Russia (www.ewdn.com).

Forming a business environmentIn order to stimulate business activity among AEs, the “Fund for

Supporting Innovation Entrepreneurship at HSE” held its second competition of business projects in 2011. 39 projects were submitted to the competition from the head campus and all HSE branches. 15 winners were selected and given contracts to further develop their work. The experience of the first competition showed that this is an excellent way to stimulate innovative activity: of the 20 projects selected in 2010, 19 are continuing to develop successfully. In the future, the mechanisms and principles of the “Fund for Supporting Innovation Entrepreneurship at HSE” will be used to organize student and professor academic projects.

The Business Incubator regularly held academic courses, workshops, training seminars and conferences for budding student entrepreneurs (see http://www.hse-inc.ru). HSE also organized a summer business school for young entrepreneurs from all over Russia and the CIS.

At HSE’s Business Incubator, an English language club was created with the support of LingvED to foster an English-speaking environment for developing the communication skills of students that plan to start their own business. Students in the club learn to build business relationships in English, exchange experience and participate in business games and discussions.

In 2011, student teams took part in the Iron Entrepreneur business game, organized by HSE’s Business Incubator at 15 partner universities in Russia and the Ukraine. In April 2011, the Business Incubator held its sixth business project competition HSE{10K}. The winning projects came from the category of high-tech products. A total of 140 applications were judged by 80 experts, among whom were successful businessmen and investors.

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Every project that entered the competition received a recommendation from jury members.

In 2011, HSE’s Business Incubator embarked upon a new area of work – social entrepreneurship, in which business organizations aim not only to make a profit, but also seek to address social issues. A Social Entrepreneurship Week was held in October, and the launch of startups related to ecological development and sustainability was initiated.

The implementation of the HSE Innovation Infrastructure Development Program was discussed and approved by the HSE Council for Innovative Entrepreneurship. Meeting participants included leading American innovation centers the University of Texas and the University of Arizona, which noted that HSE lies at the forefront of Russian innovation centers.

An important step in the development of the university’s research potential was the promotion and large-scale dissemination of its innovations thanks to the implementation of two projects that were initiated in 2010:

– “Organization of the high-tech production of innovative software for effective management of business and economic sectors in modern Russia” in partnership with AviComp Services

– “Organization of high-tech production of cross-platform systems for processing unstructured information based on open software to improve the effectiveness of managing enterprise innovative activities in modern Russia” in partnership with I.T. Co.

These projects stimulated the development of the university itself: academic research in the fields of applied mathematics, informatics and pure mathematics increased significantly over the past two years. In light of these achievements, a new PDA, “Mathematics and Informatics” was proposed as an addition to the Strategic Development Program.

4. HSE’s Most Significant Achievements in 2011In the PDA “Economics,” 228 academic research projects were

implemented in 2011. HSE is a major research center in the field of socioeconomic statistics. In

2011, it conducted intense work in the following areas: the creation of a modern system of statistical measurement for the Russian economy, which takes the evolution of international statistical standards into account; the development of a methodology for drawing up inter-sectoral balances along with a system of national accounting; and the design of a program for specialized statistical observation of real problems in the development of science and innovative processes. Under a contract with the Ministry of Education and Science, work began on developing a system of economic monitoring for evaluating the current state of science and technology in the country.

HSE has been a leader in the field of applied research with its work on the long-term forecasting of technological developments in the sphere of science and

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innovation based on a single system of forecast analysis. An international expert council for scientific and technological forecasting was created and began to function at HSE with the participation of leading global experts. It is headed by Luke Georghiou, Vice-President for Research at the University of Manchester.

Work began on updating forecasts for scientific and technological development in Russia through 2030. HSE is responsible for coordinating 17 projects and elaborating different long-term forecasts in the field of science and technology. A comprehensive program to create working groups of high-level experts was developed, and a number of thematic expert panels met. Within this framework, HSE employees are actively participating in preparations for the government program “Development of Science and Technology in 2012-20.”

A number of important results were achieved in the field of long-term forecasting of socioeconomic processes (foresight). In 2011, the HSE International Research-Education Foresight Center provided technical support and coordinated the activities of sector forecasting centers at leading Russian universities. Theoretical approaches were designed to integrate qualitative and quantitative methods for making long-term socioeconomic and technological forecasts, and the basis for the main econometric models were developed using expert methods. Scientific developments in the field of long-term technological forecasting and strategic planning (improving foresight methods, extraction methods, and the analysis of expert data; making scenario forecasts and road maps) were used in 2011 to prepare the concepts and strategies of socioeconomic development in regions. Road maps were drawn up for technological and innovative development and programs, conceptions and strategies for innovative development were designed for Gazprom, Rusnano, Energy Systems of East, and other large companies. The results of foresight work in 2011 were presented at several large international conferences, including the IV Future Technology Analysis Conference held at the EU joint research center Institute for Prospective Technological Studies in Seville, Spain, HSE’s April Conference, and the international research seminar Foresight and Technological Innovation Policy: Best Practices, held at HSE.

A large-scale program of monitoring studies covering different areas of economic and social development continued to be implemented. It includes:

– Studies of Russian economic development (monitoring indicators of production trends in sectors of the real economy; monitoring the business climate in the real and service sectors)

– Studies in the field of science, technology and innovation and studies of mechanisms of managing innovations (monitoring innovative activity; development of the intellectual services sector; research on the labor market of highly qualified scholars; innovative behavior of the population; and global technological trends)

– Studies in the field of education (monitoring education and work trajectories of high school and university graduates and the market of educational services)

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– Studies in the field of healthcare (monitoring economic processes in healthcare)

– Studies on Russian government institutions and improving state administration (monitoring the state of civil society and the costs of interaction between the government, business and citizens during the provision of public services)

In most cases, these monitoring studies are part of large international network projects of cross-national comparative studies. Participation in these projects gives the country access to the most modern methods and scholarly communication. HSE’s partners in the monitoring studies are leading foreign universities and research centers.

To disseminate the results of monitoring studies, a website is created in the “Monitoring” section of the HSE corporate site (http://www.hse.ru/org/hse/monitoring) for each monitoring study. It includes general information about monitoring, the results of the study, publications, and presentations at conferences and seminars.

Other key results of research projects implemented within this PDA include: A concept for a state migration policy A comprehensive methodological framework for the development of

Russian technological platforms Unique data on the economic, social and political development of

Russian regions were collected over the period between 2000 and 2010 A unique empirical base of microdata on public orders over the period

2008-10 was formed, and an empirical analysis of default risks within the system of public purchases was conducted

Data was collected on barriers to conducting business in 30 Russian regions as part of the Doing Business in Russia Project

The typological classification of the innovative activity of companies was generalized with an emphasis on two main areas of analytical classification based either on pre-selected classification parameters or on the analysis of empirical data sets

A comprehensive analysis of the process of accumulating and using human resources in Russia over the period 1990-2000 was conducted; it examined the evolution, current state and possible trajectory of the development of human resources in Russia

Policy recommendations aimed at developing energy-efficient technologies, products and types of production activity

The microstructure of the financial market was studied using the analysis of high-frequency financial data

Methods and tools for statistical and other measurements in the field of science, technology and innovation were developed, including the measurement of new processes and phenomena

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As part of PDA “Public Administration,” 110 academic research projects were implemented.

HSE plays a prominent role in the development of research aimed at improving the efficiency of public administration. In 2011, a series of projects was implemented to analyze problems in providing socially significant public services to citizens and businesses and identify areas for improvement. Technical support was provided for inter-agency and inter-level cooperation in public services provided by regional authorities, including electronic services.

In the framework of a contract with the Moscow Committee of Public Services, an study of the current state of government administration in Moscow was conducted, and suggestions were made on the main areas for improvement, including developing multi-functional centers of public services, providing electronic services, developing a comprehensive system of planning, improving the efficiency of financial management, developing public services in Moscow and expanding the use of electronic documentation.

Major attention is accorded to work done under a government contract with the Ministry of Education and Science on providing organizational and technical support for the introduction of a new normative mechanism of financing government services in the sphere of professional education.

Other research work in this PDA has produced the following results: Methods for monitoring the implementation of anti-corruption

measures (plans) A qualifications model for groups of public and municipal civil

servant Studies for a number of Russian regions on the optimization of public

services; proposals were made on improving the mechanism of monitoring the accessibility and quality of public services and functions

Technical and organizational support provided for establishing a network of multi-functional centers providing public services in more than 20 regions; project experience is summarized in the book Technologies for Creating Multi-Functional Centers Providing Public Services (K.I. Golovshchinsky, E.V. Tyumentseva, I.M. Stepanov, V.F. Eliseyenko, N.M. Sivasheva, E.A. Artemenko, and T.P. Khafizov, Publishing House of the Higher School of Economics, 2011)

A monitoring study of the efficiency of Samara local authorities A project aimed at increasing the efficiency of public expenditures in

several Russian regions Proposals on reducing administrative barriers for several public

functions and services Methodological materials for the comprehensive optimization of

monitoring, enforcement and licensing Development of technical support for inter-agency and inter-level

cooperation during the provision of public services at the regional level, including

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electronic services; technical support for creating complex systems for providing public services in an electronic format at the regional and municipal levels in several Russian regions

Methods began to be developed for setting the starting price for public contracts (including research and development work) in the field of telecommunications, IT, and mass communications

Technical support provided for monitoring the implementation of the government program “Information Society (2011-20)”; the results were evaluated, and recommendations were made on creating an information system for this type of monitoring study

Recommendations on creating a system for monitoring the efficiency of government services provided in an electronic format

Technological maps of inter-agency cooperation with an aim to assure compliance with Federal Law #210-FZ “On organizing the provision of public services” during the organization of inter-agency cooperation for the provision of public (municipal) services

Procedures elaborated for organizing and assuring the production, issue, and servicing of universal electronic cards in Moscow

Scientific methods developed to integrate management processes efficiently in urban complexes with the use of information and communication technologies

The economic parameters of present-day local government in Russia studied with an emphasis on the situation in individual regions; the tax potential of “deep subsidies” for municipalities calculated

Proposals put together on developing the housing rental sector in the context of the national project “Accessible and Comfortable Housing for Russian Citizens” to manage the development of company towns; on improving land use in the development of municipalities in light of the latest amendments to the City Planning Code; areas for expanding public participation in municipal development identified

Ways of setting the starting (maximum) price for contracts for public orders developed

Recommendations prepared for increasing public participation in governance and encouraging feedback from consumers of public services; new ways of designing strategies for Russia’s socioeconomic development elaborated – in particular, with the use of clustering

In PDA “Management,” 41 academic research projects were conducted. The large-scale study “Corporate Policy of Russian Industrial Firms during

the Post-Crisis Recovery Period” was conducted. It examined The relationship between competitiveness and innovation in industry

in the specific conditions of post-crisis recovery The logic of building personnel systems at industrial firms

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The nature, prevalence and idea of “strategic gaps” between the strategy type, organizational structure and style of leadership

The range of stability of commercial firms taking into account the position of the main stakeholders (shareholders, consumers, workers, suppliers, authorities)

The role of innovation in changing the range of acceptable strategic decisions

The influence of volatility in the external environment on the level of “forced” innovation; the ways of increasing innovative processes in industry

At the end of this study, nine articles were published in foreign peer-reviewed journals, four articles in leading Russian journals, and two chapters in monographs.

As part of the program “Specialists and Managers in Modern Russian Business: Factors, Trends and Barriers of Development” that combined four research projects, methods were developed for studying the key aspects of human resource development in modern Russian business and introducing the innovations of Russian and foreign authors in the social, sociocultural and socioeconomic aspects of management.

In the research projects “Study of Network Forms of Business Organization,” “Information Services in Economics and Business,” “Study of the Influence of Inter-Company Networks on the Effectiveness of Multi-Functional Levels of Integration,” and “Study of the Conditions and Possibilities of Development of Innovative Clusters in Russia”, new results were obtained in the following interrelated areas:

Verifying the integrated model of development of innovative business with the use of statistical data

Simulating changes in the environment of development of innovative inter-company networks and clusters

Defining and systematizing factors that determine the importance of the focus on the client as a source of sustainable competitive advantage of companies participating in relationship networks

Assessing the performance of network relationships in inter-company chains of value creation

Developing a management model of interaction in the value creation chain

A pilot field study on the external environment of development for potential participants of inter-company chains was completed. Together with the HSE Faculty of Sociology, an empirical research base of network forms of business retail organizations was initiated.

New empirical data and theoretical results were gathered by four research projects: “Influence of Social Media on the Development of Management Systems in the Hotel Industry” (joint project between Cornell University (US) and the HSE Faculty of Management), “Aspects of Strategic and Corporate Management in

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Company Internationalization,” “Assessment of the Maturity of Professional Communities, Project-Oriented Companies and Large Projects in Respecting Principles of Sustainable Development,” and “Study of the Influence of Experience in Managing the Innovation Process on the Portfolio Cost of Company Development Projects.”

Within the area of business informatics, the following results were attained in 2011:

New mathematical methods were developed for presenting the content of arbitrarily complex connected texts (discourses) into natural language based on K-grammar theory and trellis theory

New methods and algorithms were elaborated for transforming natural-language text into its semantic representation on the basis of the original formal notions used for searching and processing information for natural-language texts employed in the analysis of multilingual scientific and socioeconomic professional resources

New methods were developed for formalizing dialogue in the natural language of computer systems with users of intelligent databases and informational web portals that provide greater accuracy compared with existing methods of transmitting the informational demands of users

New methods of ontological modeling of domains were formed based on methods with expanded possibilities for providing discourse via SK-languages

New methods of data mining were developed based on methods of ontological modeling of domains and semantic annotation of natural-language information resources providing more accurate analysis results (in comparison with existing methods)

In the course of R&D work, theoretical results were implemented as follows: A model of IT data mining based on methods of ontological modeling

of domains and semantic annotation of natural-language information resources A typical model of electronic archives based on new-generation

ontological models and proposed methods of formalizing semanticsAs part of the project “Organizing the High-Tech Production of

Innovative Software for the Efficient Management of Enterprises and Sectors of the Russian Economy,” which was conducted in partnership with AviComp Services, a metamodel hardware and software system (HSS) was designed, and specifications for the domain ontologies “Business Economics” and “Sector Economics” were elaborated; the model of information space in which the HSS should function was defined; the composition and requirements for algorithms were set down; algorithms were developed for analyzing information processed by the HSS; the main categories of HSS users were identified, together with their functional powers and standard tasks to be solved using the HSS; recommendations on analytical PAC tools were made; and personal workspace layouts and methods of use were developed.

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As part of the project “Organizing the High-Tech Production of Cross-Platform Systems for Processing Unstructured Information Based on Open Software to Increase the Efficiency of Managing Innovative Activity of Enterprises in Modern Russia”, conducted in partnership with I.T. Co., a study was made of modern approaches, methods, technologies and development trends in the field of processing, storing and analyzing unstructured information; forecasts were made for technological and methodological developments in the field of processing, storing and analyzing unstructured information in the five-year term; the basic software components were designed and developed for the service-oriented cross-platform processing of unstructured information; a series of innovative software technologies were developed for facilitating the content analysis of business processes, finding experts for the organization, identifying information gaps in business processes, and monitoring innovative activity. In the PDA “Sociology,” 24 major academic research projects were

conducted.The research project “Transformation of Exchange Rules under the

Influence of New Federal Legislation on Russian Trade” evaluated the balance of interests in the retail sector in light of the new legislation; conducted a theoretical analysis and conceptualization of the mechanisms of trends in exchange rules under the influence of changes in the external institutional environment; identified and systematized the consequences of the law for retailers and producers; and made an analysis of the consequences of changes in the institutional environment on the retail market from the standpoints of different players – retail chains, large and small suppliers and consumers. The study was based on a survey of over 500 retailers and suppliers in five Russian cities: Moscow, St. Petersburg, Yekaterinburg, Tyumen and Novosibirsk.

The study “Monitoring Confidence in Financial Institutions and the Financial Behavior of the Population” highlighted trends in income, expenditures and savings of Russians who use financial services as well as changes in their structure. The current financial strategies of Russians were studied and classified; the trends in confidence in financial institutions were analyzed and the underlying factors defined; the level of financial literacy of the population was assessed and compared with previous periods; and the population’s need for more information on financial questions was evaluated.

Another annual cycle of research on the entrepreneurial activity of Russians was conducted as part of the Global Entrepreneurship Monitor (GEM). A survey was made among a national sample of 4,500 people to evaluate the entrepreneurial climate in Russia, identify factors that determine the propitiousness of the external environment for the development of entrepreneurship, and study the specifics of the country’s social entrepreneurship. Regional differences in the level of entrepreneurial activity of the population were studied in the project “Early Entrepreneurship in Russia: Regional Dimensions.”

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HSE continued to make its comprehensive survey of the socioeconomic behavior of households. Based on data from RLMS-HSE, the trends in the socioeconomic behavior of Russian households were analyzed over 1994-2010.

As part of a study on the social sphere, longitudinal research examined teachers and preschool workers over 2006-10, showing a decline in the number of employees seeking to change their profession. This suggests that the labor market has become more competitive in this sphere.

Socio-cultural research on the values of Russians continued from a comparative perspective. Conducted with the help of international databases (European Study of Values), the study showed that so-called “progressive” economic behavior (economic independence, interest in economics, striving to respect the law) correlates with high social capital.

The main area of work in the field of fundamental sociological theory in 2011 was the study of social mobility conducted in cooperation with the Centre for Mobilities Research of Lancaster University (UK). A joint research project tested new analytical approaches to studying transformations in forms of solidarity under the impact of new communication technologies, and identified the basic forms of interdependence of spatial mobility and situational solidarity.

The multinational project on “Informal Relationships of Police with Business and the Population”, which was initiated by HSE in 2010, continued in 2011. Six countries are participating, including Germany, the US and Canada. In 2011, a survey of 1,400 employees of the police force was conducted in three countries: Russia, Bulgaria and Kazakhstan. It was shown that differences between countries in the level of satisfaction of police workers with their financial standing depended more on their involvement in informal relationships than on the size of their official salary. Using the methodological groundwork elaborated in this project, a section on informal relationships was developed in the World Value Survey, which was employed by the survey in Russia and Kazakhstan.

In collaboration with foreign scientists, 43 academic research projects were conducted in the framework of the PDA with a total volume of financing of 171.5 million rubles. This is 52% higher than the amount set down by the Development Program.

5. Improving Education in the PDAs Forming in-house educational standardsOne of the main tasks in the modernization of education at HSE is the

elaboration of in-house educational standards to guarantee that:– All graduates learn basic and specialized professional competences– Students acquire a general cultural foundation for their personal

development– All students get the experience of building their own educational

trajectories and engage in practical activities in their chosen professional field

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The university is gradually implementing this task: in 2010, in-house educational standards were developed for 17 bachelor’s programs. In 2011, in-house educational standards were developed in all 16 master’s areas of study.

The standards for master’s programs were prepared in accordance with the following basic principles:

– Master’s programs are based on the competence building approach– The structure of educational outcomes is based both on the Russian

tradition (third generation of Federal Government Educational Standards of Higher Professional Learning) and global practice for the classification of competences (Tuning Project)

– A transition to a system of greater specialization– Two academic cycles, each of which can have a basic part (a cycle

of courses in the department) and a specialization (a cycle of courses in the program)

– The general curriculum of master’s students has no more than 2-4 general department courses that form the core competences

– The number of courses decreases significantly: the general number of required courses over the course of study should be no more than 12-14, and their workload should not, on the whole, exceed 50% of the total coursework for the program in the department

– Students can choose courses not only from a fixed list but also from a broad selection of electives, including courses in other departments

– Adaptive courses to bring students from different educational backgrounds in line

– Accumulative credits. Educational standards are based on the uniform classification of

competences and professional types of activities. This makes educational outcomes comparable across departments, facilitates a more rational formation of individual academic plans, and allows students to take courses from different departments.

Work has continued on designing in-house educational standards for bachelor’s programs.

Progress was also made in methodological support for HSE educational standards: a single classification system was created for professional activities for which students are preparing, along with a single classification of competences for HSE educational standards. Work also began on creating a bank of assessment tools for testing the educational results declared in the university’s standards.

New academic programsIn 2011, the first group of students took part in an innovative

bachelor’s program in the economics department, conducted jointly with the New Economic School. The concept of the new program involves an

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individual approach, with students choosing 50% of their courses. To create an individual academic plan, each student is assigned a professor advisor, who helps the student decide on courses to select to build the necessary professional competences, and who monitors the student’s success. The bachelor’s program is designed in accordance with HSE’s in-house educational standards. Students in the program take part in academic exchange programs with the leading foreign universities and receive credits for studying abroad.

In accordance with the university’s Strategic Development Program, HSE is offering an increasing number of master’s programs to cover a wider range of specializations and offer students more flexibility in choosing courses independently. In 2011, HSE opened 14 new master’s programs, including 7 in the priority development areas. A new interdisciplinary program entitled “Urban Planning” was initiated in the PDA “Public Administration.”

In 2011, 82 academic programs of higher professional education were developed at HSE; 56 of them are in the PDAs.

Learning Management System software Learning Management System (LMS) software was introduced to support

the education process for full-time students and to organize distance education programs. LMS facilitates the extensive use of information and communication technologies and the individualization of work with students, as it includes subsystems that ensure an open dialogue with students located remotely. The system also makes the organization of individual work of students more efficient, as they get access to all academic materials at any time that is convenient for them.

The software gives professors, students and other registered users personal accounts. Professors can place materials for courses online, create tests and assign homework to students. LMS is integrated with the university’s database of courses, so student can automatically access the sites created for each course depending on their academic plans. A total of 20,703 students and 11,150 courses from all campuses (Moscow, Nizhny Novgorod, Perm and St. Petersburg) are in the system.

Internationalization of education and development of student academic mobility

HSE continued to expand its partnerships with leading foreign universities, which helped develop student academic mobility. During the 2010-11 academic year, a total of 180 HSE undergraduate and graduate students from 11 departments studied abroad. There were 94 students enrolled in double-degree and student exchange programs, 77 took part in international summer schools, and 9 were sent to conferences and seminars at foreign universities with the HSE financial support. Students going to foreign exchange programs receive credits for the courses they take.

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In 2011, HSE implemented 16 double-degree programs in partnership with 13 foreign universities from the UK, Germany, the Netherlands, France and the US. Of the programs listed below, the first 13 are in the PDAs:

1) Bachelor’s program in economics with the London School of Eco-nomics and Political Science (UK)

2) Master’s program in economics and management with Humboldt Uni-versity (Germany)

3) Master’s program in economics with the University of Paris I Pan-theon-Sorbonne (France)

4) Master’s program in economics with the University of Paris X Nan-terre (France)

5) Master’s program in economics with Erasmus University (Nether-lands)

6) Master’s program in economics and finance with the Duisenberg School of Finance (Netherlands) and the University of Amsterdam (Netherlands)

7) PhD program in economics with the University of Paris I Pantheon-Sorbonne (France)

8) Master’s program in finance and law with the Duisenberg School of Finance (Netherlands) and the University of Amsterdam (Netherlands)

9) Master’s program in public administration with the University of Birmingham (UK)

10) Master’s program in management with the European School of Man-agement ESCP-EAP (France)

11) Master’s program in management with the University of Leeds (UK)12) Master’s program in management with the University of Paris XII Val

de Marne (France)13) Master’s program in sociology with the University of Paris X Nanterre

(France)14) Master’s program in law with the University of Luxembourg (Luxem-

bourg)15) Master’s program in international relations with the University of

Kent (UK)16) Master’s program in law with the University of Paris I Pantheon-Sor-

bonne (France)HSE actively supports student participation in international conferences,

summer schools and academic seminars organized by foreign universities. For example, a joint winter school was organized with students from Harvard University in January 2011, and HSE students took part in a Russian-American student research project conducted jointly with Stanford University in April 2011. In May, a summer school was organized at HSE (Moscow and St. Petersburg campuses) for students of Cornell University’s business school. In July, the first joint student summer school for business research was held together with the University of Twente (Netherlands).

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The development of partnerships with leading universities in the Asia-Pacific region has had the following results:

– HSE students have received stipends from the Chinese government for one-year internships at the best Chinese universities

– Unique learning opportunities have opened up for Asian students, and distance courses in Korean studies have been jointly offered with Seoul National University with the support of the South Korean government and the Korea Fund

– A summer school was held in conjunction with the Graduate School of Science of Kyoto University (Japan)

HSE also aims to develop incoming academic mobility, attracting foreign students to study in Russia. There were 256 foreign students enrolled in the integrated program at HSE (one semester, one year or one academic module) during the 2010-11 academic year. This is nearly double the previous year’s total. There were 95 foreign students enrolled for one semester or one year; most of them came from the US (33), the UK (15) and Germany (13).

There were 161 foreign students studying at HSE for shorter periods of time; most of them came from the US (55), Germany (35) and the UK (17). Compared with the 2009-10 academic year, there was a significant increase in the number of students from the US and UK that wanted to study at HSE. This is a result of the development of HSE’s partnerships with universities in these countries and the creation of joint master’s programs.

In 2011, nine new double-degree joint master’s programs with leading foreign universities were created:

– System and software engineering program with Eindhoven University of Technology (Netherlands)

– Public administration program with London Metropolitan University (UK)– Public administration program with University Paul Cezanne Aix-

Marseille 2 (France)– Economics program with George Mason University (US)– Economics program with the University of Bologna (Italy)– Business informatics program with the University of Münster (Germany)– Management program with Laval University (Canada)– Management program with the University of Warwick (UK)– Sociology program with the University of Paris X Nanterre (France)

Introduction of a new concept for studying EnglishIn order to meet international standards for quality education, raise the

level of internationalization and develop a modern academic culture, HSE continues to increase the share of academic courses taught in English, inviting guest lecturers and offering courses by English-speaking professors, which helps improve student academic mobility. The quality of students’ professional English is improved by one or two required courses that are taught by native English speakers in all bachelor’s programs in the third or fourth year of study. Students also have many opportunities for the further

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study of English, German, French, Italian, Spanish or Chinese and can get the additional qualification of “Professional Translator.”Organizing student academic workDuring the 2010-11 academic year, student research seminars were

introduced in all HSE bachelor’s programs starting from the first year of study.2 This gets students involved in the research process earlier. Research seminars build academic competences involving research methodology and tools, as well as the analysis of professional information coming from specific sources. Within the research seminars, students become practically involved in research work, and reports and mini-research projects prepared by students are analyzed. For more information on the organization of student research within research seminars and academic labs, see Section 3 “The Most Significant Infrastructural Changes in 2011, including the Development of Innovational Infrastructure”

Attracting talented students The system of competitive selection of applicants and career-oriented

events was deliberately expanded, assuring an inflow of talented young people from Russia’s regions and the CIS to HSE. In January-February 2011, academic and professionally oriented winter

schools were held at HSE for university students and graduates in all academic departments offering master’s programs. A total of 10 winter schools were held, covering 15 master’s subjects: economics, sociology, management, public administration, logistics, business informatics, software engineering, international relations, applied political science, philosophy and cultural studies, and psychology. The schools were attended by 465 university students and graduates, including 34 from the CIS and 267 from Russian regions. The results of a survey of winter school students showed that such professionally oriented activities influence 85% of respondents in their choice of university or master’s program. HSE professional guidance specialists created an address book of winter school participants for consulting them on admission questions and helping them to make academic decisions.

The number of participants in the interregional academic olympics for high school students, organized by HSE, increased last year due to the fact that the first (selection) phase was done online. For the first time, students from remote regions of Russia (including the Kamchatka, Sakhalin and Amur Regions) participated in the olympics, as well foreign students from Belgium, Thailand and Croatia. The olympics were conducted in partnership with nine leading Russian universities (some of which are federal institutions and national research universities), representing different Russian regions. A total of 324 students (including 13 from CIS countries) were selected, while 948 (including 27 from CIS countries) received medals.

Academic competitions were also organized for applicants to HSE master’s programs. They were open to undergraduate seniors and graduates of bachelor’s 2 With the exception of the International Institute of Economics and Finance, where seminars are held for students in their second year of study.

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and specialist programs from all universities in Russia, the CIS and the Baltic states. Competitions in 39 subjects were held in 19 Russian regions and 7 neighboring countries: Armenia, Belarus, Moldova, Ukraine, Kazakhstan, Latvia and Azerbaijan. There were 517 winners, including 26 from CIS countries.

Work began on forming a system of subject-specific schools for gifted students: a winter school for history and law was held in January 2011 and a summer school for the humanities in July-August 2011.

Development of continuing professional education programs HSE created a new department within its system of continuing professional

education (CPE) – the International Institute of Management and Business. It will offer educational programs in conjunction with the ESCP Europe Business School and other foreign university partners. The institute was established to develop knowledge about leading achievements in the field of economics and management, implement international education programs, and offer classes taught by highly qualified foreign specialists. The institute’s programs for preparing specialists for the military complex and the infrastructure sector were reorganized to introduce advanced management methods. Training programs were organized at a number of HSE research institutes (Institute of Pricing and Regulation of Natural Monopolies, Institute of Innovation Management, Institute for Educational Studies, and Center for the Valuation of Commodity Assets) that conduct applied academic research. In 2011, there were nine educational programs in the CPE system, three of which had no counterparts at other Russian universities (“Program for Raising the Qualifications of Financial Analysts,” “Risk Management at Central Banks” and “Bank Manager – Specialist in Payment Systems”) and four of which were new (“Investment Banking,” “International Accounts and Forex Operations,” “Management of Retail Banking Business,” “Anticorruption Theory and Practice”). Work continued on forming module programs for CPE: 34 educational modules were developed, providing flexibility in planning educational trajectories.

During the 2010-11 academic year, there were 4,407 people enrolled in CPE programs at HSE; 3,928 of them studied in the PDAs.

For more information about full-time graduate programs, see Section 2 “Implementation of Development Program Measures in 2011 and Their Relationship to the Attainment of Program Goals.”

6. PDA Staff SupportAttracting leading specialists from the international labor marketHSE created an International Recruiting Committee to select PhD holders

who have experience working at leading foreign universities. Through a competition held in 2011, 11 foreign specialists were offered contracts to work at HSE. More than 40 foreign specialists were hired to teaching and research positions. At present, there are 64 AEs with PhDs at the university.

Stimulating academic activityThe main mechanisms used to stimulate HSE professors and researchers to

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work creatively and innovate are the internal HSE programs Academic Fund and Educational Innovation Fund. In 2011, resources from the Academic Fund were used to:

– Provide academic bonuses to 349 employees for the publication of their research and for contributions to the academic reputation of HSE

– Award 79 individual research grants (the volume of grants nearly doubled in 2011)

– Support 18 collective teacher-student research projects designed to involve undergraduate and graduate students in research work

– Finance 17 grants from the Russian Foundation for Basic Research and the Russian Humanities Research Foundation awarded to HSE employees

– Provide 270 grants for participation in travelling academic events in Russia and abroad

More and more HSE professors and researchers are taking part in Academic Fund competitions to win grants for individual research. The number of applications has risen from 105 in 2009 to 162 in 2010 and 239 in 2011. The publication of research in PDAs supported by the Academic Fund has also increased: in 2009, every project produced an average of 3.3 publications; this figure rose to 4.6 in 2010 and 6.8 in 2011.

The Educational Innovation Fund is stimulating the development of new educational programs, products and technology. In 2011, the fund supported the following developments and activities of HSE professors on a competitive basis:

– Development of joint master’s programs with foreign universities– Creation of academic courses in English– Creation of distance academic courses– Development of educational products based on LMS– Creation of video lecture courses– Creation of original concepts of research seminars for bachelor’s and

master’s programs– Creation of original methods for conducting seminars– Creation of academic courses for developing student research skills– Development and introduction of training workshops into the educational

process Developments that pass competitive selection are introduced into the HSE

educational process. In 2011, 100 developments were supported and 8.962 million rubles were allocated for them. They led, among others, to the production of 140 video lectures and the creation of 13 academic courses.

Developing the HSE cadre reserveIn 2011, the HSE cadre reserve continued to develop. There were 238 people

in this pool, including 55 “future professors,” 118 “new teachers,” 26 “future teachers” and 39 “new researchers.” The efforts undertook include:

– Competitions of innovative education projects– Competitions of interdisciplinary research seminars

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– Travelling seminars– Regular meetings with the administration– Incentive payments (for “new teachers” and “new researchers”)– Additional opportunities for research internships (for “future professors”)– Possibility to reduce the academic workload by 25% (for “new professors” and “future teachers”)– Chance for more rapid promotions (for “future professors”)– Special professional development programs, training seminars and workshops for different groups of the personnel poolFinancial support was given to 130 members of the cadre reserve for their

academic activities. In 2011, the HSE Office of Academic Development organized three

competitions for young professors and researchers: a competition to create innovative educational projects for supporting the education process and two competitions to design interdisciplinary seminars to be held at university branches. The goals of these competitions were to integrate the head campus with its branches into a single academic space and introduce new academic and research tools and practices. They also created and strengthened professional connections, supporting the academic activities of professors and researchers. A total of 94 people took part in the competitions, and 45 winners were selected. Of the 18 projects submitted, nine were approved. All winning projects were successfully implemented.

In order to raise the qualifications of AEs recently hired by HSE, an adaptive seminar was organized. It covers the prospects of professional development, possibilities for getting involved in the academic life of the university, and the principles of developing academic and professional careers at HSE.

Continuing professional education for university employeesA comprehensive program for the professional development of HSE

employees was implemented in 2011 based on the following priorities and fundamental conditions:

– When creating professional development programs for AEs, priority shall be given to teaching subject-specific skills with an emphasis on mastering tools (methods)

– When organizing internships, priority shall be given to supporting internships with research aims in accordance with the tasks and priorities of the HSE Development Program: an internship should lead to a draft research article

– Professional development programs aimed at inculcating general professional skills should emphasize improving English proficiency

– Target development programs in PDAs with the participation of leading foreign specialists are also a priority

The university’s regulatory documents set down mandatory professional training for all AEs at least once every three years and identify the forms that this training can take as well as accounting measures.

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In the reporting year, different types of professional development courses were organized for 3,439 HSE employees, including 3,064 AEs.

In order to develop general professional skills, English language classes were offered at six levels from introductory to preparation for international exams. Newly introduced programs included “English Language: Developing Writing Skills,” which teaches English writing skills for publishing articles in foreign academic journals.

The university also set up a special Academic Writing Center, a professional development program for professors and researchers that improves skills in writing academic letters in foreign languages and offers help in preparing academic articles for international journals. In 2011, it conducted six workshops on writing articles in foreign languages, choosing journals in which to publish articles, working with foreign editorial teams, etc. Over 100 people attended the workshops. Sixteen seminars were also held on stylistic aspects of writing academic articles in foreign languages and proofreading articles prepared by HSE employees. Sixty-seven university employees attended the seminars.

For the first time, university professors were offered a program to develop English reading skills in keeping with the practices of leading international universities. It was implemented in conjunction with the London School of Economics (LSE).

For foreign specialists working at the university, courses in Russian as a foreign language were offered at two levels: beginner and intermediate.

In order to develop subject-specific skills and competences of AEs at HSE, 25 foreign specialists were invited to teach workshops, offer consultations on the design of academic programs, and give advice on improving teaching methods within PDAs.

Together with the New Economic School, professional development programs were organized to develop subject-specific competences (e.g. “Advanced Econometrics,” “Economics of Labor,” “Empirical Application of the Theory of Industrial Organization” and “International Economics”).

Professional development courses were offered to teachers and administrators in a program called “Designing Competence-Oriented Test Materials in Conformity with the Third Generation of Higher Educational Standards.”

A special professional development program called “Basics of Organizing and Conducting Academic Courses in LMS e-Front” was offered to prepare professors to work with the university’s new electronic software system. In 2011, 602 HSE teachers took part in the program, and the entire teaching faculty will attend the course next year.

In addition, 62 university employees participated in short-term professional development at other Russian universities, research centers and specialized organizations.

Internships at leading universities and research centersIn 2011, 278 AEs and graduate students were sent for internships abroad.

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The international internship program was organized in cooperation with partner universities and organizations to meet the needs of teachers and researchers for professional growth, further HSE’s international development, and develop relationships with institutional partners. HSE AEs and graduate students attended events held by the Organization for Economic Cooperation and Development (OECD), Eurostat, UN Secretariat, European Commission, European University Association, Network of Institutes and Schools of Public Administration in Central and Eastern Europe, International Association of Schools and Institutes of Administration (IASIA), Lindau Nobel Laureate Meetings, European Foundation for Management Development, and the Paris Chamber of Commerce.

Short-term individual and group professional development programs were held at the following partner universities: George Mason University, Indiana University Bloomington, the University of Texas at Austin, Arizona University, and George Washington University in the US; Lancaster University, London Metropolitan University, University College London, the University of Kent, the University of Warwick, and the University of Essex in the UK; the University of Bologna in Italy; the Sorbonne, Paris West University Nanterre, the University of Nice, the University of Toulouse, and ESCP Europe Business School in France; the University of Amsterdam, the University of Groningen, and Inholland University in the Netherlands; Laval University in Canada; East China Normal University in China; and Corvinus University in Hungary.

Individual and group internships for administrative personnel were held at international partner organizations (including the European University Association, the Association of Academic Cooperation, the European Association for International Education and the German Union of Rectors), as well as partner universities. For example, to learn about the experience of American universities in organizing the educational process and providing technical support, administrative personnel were invited to the seminar “Higher Education in the US: Teaching, Academic Programs and Administrative Systems,” organized in cooperation with the Partners in Cultural Exchange Association (US). The seminar was held at five US universities: Washington State University, Pacific University, Seattle University, Oregon State University and Antioch University.

Acquiring new knowledge and experience is not the only goal of internships for HSE employees: they are also meant to develop the university’s partnerships with international organizations. In particular, internships for AEs from the Faculty of Public Administration led to the finalization of the double-degree program Double LMU-HSE Master’s of Public Administration, which will be implemented in conjunction with London Metropolitan University.

7. Modernizing Administrative SystemsIn 2011, the management system of the HSE Development Program (see the

HSE 2010 Report) remained unchanged with one exception: to expedite decision-making, all questions regarding the program’s implementation and the attainment

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of targets were reviewed not at meetings of the Coordinating Council but at administrative meetings and briefings with the rector (at least twice a month).

Management on a project basisIn accordance with recommendations from the Ministry of Education and

Science, methods for implementing the Development Program on a project basis in the university’s main areas activity and for each PDA were actively introduced. Projects can be implemented in a one-year period or over several years, and financing for projects is approved for the following calendar year.

In 2011, the planning process began for Development Program activities on the basis of projects designed by working groups comprised of vice-rectors and heads of administrative departments, PDAs and academic departments. All prepared projects were discussed at meetings of specially created expert groups. The projects approved by the expert groups were included in the 2012 Development Program. Planning program events on the basis of projects in the university’s main areas of activity and PDAs requires the direct participation of most AEs and almost all administrative employees of the university.

Autonomous institution statusIn February 2011, the university got the status of a federal public

autonomous educational institution of higher professional learning and the name “National Research University Higher School of Economics.” As a result, the conditions of its financial and legal activity changed. In particular, procurement procedures were reworked.

Evaluation of the effectiveness of Development Program implementation and the organization of educational and research activities within PDAs

The effectiveness of the implementation of HSE’s Development Program was evaluated by members of the program’s Supervisory Council as well as foreign experts on the HSE International Advisory Committee.

The Supervisory Council, chaired by Moscow Mayor Sergei Sobyanin, met on March 16 to analyze the results of the program’s implementation in 2010. Supervisory Council members rated highly the work done by the university, highlighting such achievements as HSE’s improvement in international ratings, victories in educational competitions organized by the Russian government, active integration into the global research space, the vast research and analytical work, and progress in attracting Russia’s top high school graduates. At the end of the meeting, recommendations were proposed to HSE for making changes to the text of the program on account of changes in its legal status (becoming an autonomous institution) and on account of the extensive planned expert analytical work to be done for the federal and Moscow city government.

The first IAC meeting on PDA “Sociology” took place on April 22. It was attended by IAC members including Professor Hartmut Rosa from Jena Friedrich Schiller University and Professor Steffen Mau from the Bremen International Graduate School of Social Sciences. Different aspects of the development strategy for this PDA, relating mainly to increasing international recognition, were discussed. The committee made recommendations on the development of the

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sociology faculties in Moscow and St. Petersburg. They also praised the university’s dynamic development and its sound strategy in choosing key tasks: improving academic mobility, increasing the number of publications in international peer-reviewed journals, creating double-degree programs, attracting foreign specialists, and forming strong research teams. In the experts’ opinion, the planned work of HSE professors at US and Western European universities will help integrate HSE’s academic research activities into the international context: conducting research projects at Western universities over a semester or a full year fosters better relationships and ties with these universities and furthers participation in international research and the design of academic programs.

On November 19-22, the IAC met to discuss the PDA “Economics.” Members of the committee, representatives of the PDA and university leadership reviewed the organization of academic research within the PDA and personnel policy (hiring foreign researchers and professors), as well as the possibility of developing full-time graduate programs.

On November 22, the IAC held a video conference to discuss the PDA “Public Administration.” Participants included Professor Maureen Pirog of Indiana University, Professor Jeffrey Straussman, Dean of the Rockefeller College of Public Affairs and Policy at Albany University, and Hellmut Wollman, Head of the Institute of Public Administration and Social Sciences at Humboldt University. The committee discussed in detail project initiatives developed for this PDA. The international experts made recommendations on implementing projects in the PDA, increasing cooperation with foreign partners and developing the academic mobility of students and professors.

To improve the effectiveness of academic research and monitor its quality, HSE drafted in 2011 regulations on checking reports on academic research work for plagiarism and auto-citation. This provision is expected to be implemented in 2012.

In 2011, academic programs in the Faculty of Management (PDA “Management”) were evaluated in order to receive international EPAS accreditation and develop partnerships with the CEEMAN international management development association, of which HSE is a member.

Evaluation of the professional competences of graduatesTo adapt academic programs to the needs of Russian employers, a procedure

was launched in 2011 for the evaluation by employers of the competences of graduates of HSE master’s program in management. The survey showed that employers are pleased on the whole with the preparedness of graduates of the HSE master’s program in management for the workplace, suggesting that these graduates are highly competent. The average score in all competences was 4.54 out of 5.00.

Employers rated HSE graduates the highest in the following professional competences: client relations, ability to use information and communication technology, and ability to find, analyze and synthesize information.

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A number of competences were considered to be underdeveloped among graduates of the HSE master’s program in management. The program will be adjusted to resolve these shortcomings.

Best practices exchange experience HSE became one of the leading centers for consulting on strategic

development for higher education institutions. In 2011, the university implemented projects to support the realization of strategic development plans at Far Eastern Federal University, Irkutsk State Technical National Research University, Kemerovo Technical University and Skolkovo Innovation Centre.

HSE also took part in the exchange of experience among national research universities. On October 25-26, the conference “International Cooperation in Science and Education” was held at HSE, organized in conjunction with the Ministry of Education and Science and with the support of 7th EU Framework Program for Research and Technological Development (FP7) of BILAT-RUS (Enhancing the Bilateral Scientific and Technological Partnership with the Russian Federation), financed by the European Commission. The conference was attended by representatives of Russian national research and federal universities. The main themes of the conference were questions of Russian-European collaboration in the field of academic mobility and possibilities of cooperation between Russian and foreign universities in implementing research and education projects.

Interaction with alumniTo develop a system of interaction with alumni, a database of HSE alumni

was compiled, and a site for alumni was created in 2011 (http://www.alumni.hse.ru). The latter promotes dialogue between alumni and unites them into a social network.

Developing ties between alumni, HSE will strive to engage them in educational, research and innovation projects, as well as projects that evaluate professional competences that are in demand on the labor market.

8. Evaluating the Socioeconomic Effectiveness of the National Research University Development Program

HSE’s development as a world-class research and innovation center in the social and economic sciences is shown by the significant increase in the amount and scope of research and development and scientific and technical services commissioned by government bodies and foreign and Russian organizations. HSE’s research models and tools, based on global experience and in-house traditions, puts the university in a leading position in the sphere of socioeconomic research for federal and regional authorities as well as businesses.

This is illustrated by the substantial increase in the total applied R&D in 2011 (60% higher than in the preceding year), which exceeded 1.3 billion rubles. The number of completed projects also grew from 250 to 317.

The university’s research potential continues to be in strong demand from federal executive bodies. The amount of applied R&D implemented for these organizations increased nearly 22% over the preceding year.

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An important trend in the portfolio of applied R&D executed by HSE is a significant increase in the share of research commissioned by Russian organizations, including companies from the real sector of the economy: from 34.4% in 2010 to 44.4% in 2011. The total amount of applied R&D conducted for Russian organizations in 2011 exceeded 600 million rubles. The number of HSE partners in the business community also increased from about 70 organizations in 2010 to roughly 100 in 2011. HSE’s stable relationships with Russian organizations and their demand for HSE’s research capabilities are also shown by the emerging process of signing long-term cooperation agreements with companies (Gazprom, RAO Energy Systems of East, Oboronprom, Rosgeologia, and Aeroflot), regions (Samara and Tambov Regions) and leading Russian universities.

9. Development Program Tasks for 2012 The following efforts will be undertaken in 2012 within the strategic block

“Providing the Russian economy with researchers, analysts, and managers”:1) Elaborating and adopting in-house educational standards for the

following master’s programs: “Urban Planning,” “Innovation,” “Finance and Credit,” “Philosophy,” “Fundamental and Applied Linguistics,” “Asian and African Studies,” and “Advertising and Public Relations.” Continuing to update in-house educational standards for bachelor’s programs based on a unified classification of competences and types of professional activities. Designing standards for the new academic department “Media Communications.”

2) Continuing work on the creation of a new generation of evaluation materials to test in-house educational standards.

3) Completing the development of an organizational and methodological framework for implementing a new concept of teaching English.

4) Making the transition to the regular use of LMS in the educational process so that at least 25% of professors and 25% of students use it and 10% of courses are supported by it.

5) Starting to make the transition from managing the academic process within faculties to managing educational programs.

6) Continuing to develop and establish new master’s programs as part of the transition from narrowly focused programs to programs including different specializations.

7) Obtaining international accreditation for academic programs in the Faculty of Management.

8) Developing tools and methods for internal audits of the quality of implementation of master’s programs.

9) Designing a conceptual basis for administering final state exams with the help of computers.

10) Providing practical educational programs: analyzing the effectiveness of organizing and implementing in-service learning programs in every department and forming a network of strategic partners-employers for these programs.

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11) Conducting an academic olympiad for high school students, possibly with the participation of other leading universities, as well as for master’s applicants in the main master’s departments.

12) Providing informational and PR support for HSE educational programs via the federal educational portal “Economics. Sociology. Management” and the “Education” section of the RIA Novosti’s website.

13) Expanding the international student section of the HSE corporate portal (http://hse.ru), including practical information on admission conditions, staying in Russia, student comments and online forms for consultations.

14) Continuing building the English-language section of courses on the corporate website (http://www.hse.ru/en/edu/courses/).

15) Creating sites for master’s programs on the English-language version of the corporate website for all existing programs open to foreign students.

16) Carrying out preparations for the international accreditation of MBA programs in the AMBA format.

17) Developing a credit-module approach to implementing continuing professional education programs.

18) Designing double-degree continuing professional education programs. 19) Conducting the civil-professional accreditation of MBA programs

(Russian Association of Business Education). Activities planned for 2012 within the strategic block “Creating a world-

class research and innovation center in the social and economic sciences”:20) Developing and implementing a system of international expert

evaluation of projects in HSE’s program of fundamental research. 21) Improving the system of managing projects in HSE’s program of

fundamental research. 22) Expanding HSE’s presence on the Social Science Research Network

(SSRN).23) Promoting the activity of HSE departments in applied research and

development. 24) Creating an integrated knowledge base of the results of applied

analytical research. 25) Introducing new tools for promoting HSE’s intellectual products and

services. 26) Evaluating the effectiveness of the activities of research departments. 27) Assuring that at least 10 monitoring studies are implemented in the

PDAs. 28) Developing the presentation of monitoring studies in the form of an

electronic newsletter that is issued at least once per year for each study. 29) Establishing expert panels for the university’s academic, innovative,

analytic and consulting activities in five market segments. 30) Establishing at least two new research groups within the PDAs in

areas that are underrepresented in Russia. 31) Establishing a network of experts bringing together leading Russian

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and foreign specialists on the development of society, business, and government institutions and socioeconomic issues that will take part in research conducted for the Russian government and other Russian executive bodies.

32) Participating in the creation of subject-specific functional technical platforms in the priority areas of science, technology and engineering.

33) Providing technical support for centers of forecasting scientific and technological development, including centers created at HSE (organizing training seminars for commercial foresight centers).

34) Creating an automatic reporting system for R&D. 35) Introducing a quality control system for research (AntiPlagiat

software). 36) Facilitating growth in the number of research projects implemented in

partnership with foreign researchers as well as increasing the number of publications in foreign peer-reviewed journals.

37) Creating a section on the HSE English-language website about the possibilities of participating in HSE’s international research projects and web-pages on HSE’s participation in international comparative empirical studies.

38) Drafting documents regulating the management of HSE’s intellectual property (Regulations on the Procedure for Securing Intellectual Property Rights).

39) Creating an entrepreneurship center at the HSE St. Petersburg branch. 40) Assuring the development of HSE’s innovation center as a limited

liability company. 41) Creating at least four innovation companies with HSE participation. 42) Providing consulting, legal and administrative support to founders and

directors of small innovative enterprises. 43) Developing elective courses on different aspects of innovative

entrepreneurship. The following activities are planned within the strategic block “Promoting

the diffusion of innovative socioeconomic knowledge and practices”:44) Creating a methodological center for providing consulting services on

innovation in education and technology for institutions of higher learning, developing educational programs and offering technical support for designing evaluation tools in accordance with new educational standards.

45) Providing technical support for developing academic programs based on third-generation Federal Government Educational Standards for Higher Professional Learning in the Faculties of Sociology, Economics and Business Informatics.

46) Creating an “applicant calculator” on the federal educational portal “Economics. Sociology. Management.” (ESM: http://ecsocman.hse.ru) – an interactive instrument for evaluating the likelihood of being accepted to a university based on data about the student’s high school.

47) Developing and using new tools within the ESM portal to create a communication space for talented high school students.

48) Creating a database of schools (including a monitoring study of school

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sites) on the ESM portal with the visual presentation of data collected in 2009-10 along with supplements and updates.

49) Developing tools on the ESM portal to promote advanced educational methods.

50) Conducting annual monitoring studies of transparency of Russian university websites and the quality of admissions.

51) Recording at least 150 academic and socially significant HSE events and posting them on the corporate website.

52) Modernizing the database of publications of HSE employees on the corporate website.

53) Creating a pre-print database with a search function across all series. 54) Posting the full texts of dissertations that were defended at HSE in the

database of dissertations (along with abstracts). 55) Developing sites for international labs and academic institutes with

established international links on the Russian and English versions of the corporate site.

56) Providing informational and analytical support for the expert network through the “Open Economics” expert channel and the “Demoscope Weekly” electronic newsletter.

57) Preparing a series of fundamental research preprints (at least 60) in English and providing their authors with linguistic support.

58) Increasing the circulation, volume and audience of the monthly corporate information newsletter dedicated to the tools of academic development; creating a newsletter supplement dedicated to HSE alumni.

Within the strategic block “Developing the human resources of HSE as a research university” HSE will focus its efforts on:

59) Assuring growth in the number of HSE professors and researchers at NRU with experience working at leading foreign universities and research centers.

60) Implementing a comprehensive program of continuing professional education for HSE AEs.

61) Preparing and implementing training programs for administrators and managers of academic programs. Developing professional requirements for managers of academic programs and certifying the latter.

62) Developing an effective system for forming a HSE personnel pool and working with it.

63) Organizing a series of traveling seminars for young HSE employees (members of the personnel pool, young professors and administrators), aimed at developing academic and administrative skills and professional competences.

64) Creating and testing an international internship system for the personnel pool.

The following activities are planned within the strategic block “Improving the infrastructure of educational and research activity to make it competitive with leading global educational centers”:

65) Increasing classroom and lab space at the head campus from 6,000 m2

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to 20,000 m2.66) Providing internet access to 80% of HSE dormitories. 67) Expanding career services and psychological consulting to make them

available to at least 30% of students. 68) Installing wireless information networks to at least 40% of

administrative and academic buildings. 69) Meeting the university’s needs for classroom and lab equipment and

lecture and seminar halls and developing the infrastructure for conducting videoconferences.

70) Providing all employees and students with free and unlimited access to the most significant Russian and English-language electronic career resources.

71) Simplifying administrative procedures. 72) Continuing to develop electronic administrative regulations for

academic and administrative processes. 73) Assuring the effective functioning of HSE as a federal autonomous

institution. 74) Organizing the external review of the implementation of the

Development Program through the International Advisory Committee, Supervisory Council, and international expert councils in priority development areas.

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