Introduction. The ongoing academic discourse regarding strategies to enhance academic research highlights the dual impact of different management practices on the quantity and quality of research in higher education. Aim. The article is devoted to analysing the dynamics of academic research results at regional universities, focusing on the opportunities and limitations of stimulating individual scientific productivity. Methodology and research methods. The study widely used a combined approach to gather an array of data on the results of academic research. This systematic approach involves managing the results in combination with statistical, sociological, and comparative research methods. The empirical basis for this study was the data on higher education from 2012 to 2022. The data was sourced from the Federal State Statistics Service of the Russian Federation, which monitors the effectiveness of universities under the Ministry of Science and Higher Education of Russia. Additionally, data was gathered from the Scientific Electronic Library of the Russian Federation, international citation databases, and the results of an online survey conducted among scientific and pedagogical staff at universities in the Russian Federation. Results. In the studied period, universities in the Primorsky Krai of the Russian Federation have shown an increase in visibility within the national scientific community in terms of R&D volume and publication numbers. However, there has been a decline in the academic environment for scientific and pedagogical staff due to increased teaching loads, reduced incentive opportunities compared to the regional standard, and the risk of short-term employment. The heightened intensity and uncertainty have become limiting factors affecting the quality of academic research at individual universities, particularly in terms of the impact factor of the journals where the research results are published. A sociological survey conducted among employees revealed a relatively low level of confidence in the system designed to promote individual scientific productivity. Scientific novelty. The scientific novelty of the study lies in the development of organisational and methodological foundations for managing and assessing academic research within the framework of incentive-based outcomes. Practical significance. The practical significance of the results lies in highlighting trends in the dynamics of academic research at the regional level, illustrating tools to reduce information asymmetry regarding their results. This is achieved by using variables that help identify the limitations of incentives of individual research productivity for its development.

Introduction. The quality and reliability of data regarding changes in regional labour markets, as well as the quantitative and qualitative characteristics of the demand for workers and mid-level specialists, alongside an assessment of the potential for modernising secondary vocational education and the vocational training system, represent significant challenges for medium- and long-term planning in this field. Addressing these challenges largely relies on forecasting techniques that integrate data on labour market development prospects with information on the capabilities of personnel training systems. Aim. The present research aimed to explore the concept of “predictive analytics” as the foundation of a data-driven management methodology and to examine the potential application of this methodology in vocational education. Methodology and research methods. The applied research was conducted using a comprehensive scientific methodology. Various methods were employed, including generalisation, theoretical analysis, empirical analysis, cluster analysis, synthesis, and conceptualisation. Results and their scientific novelty. The authors view predictive analytics as a tool for implementing data-driven management methodologies in vocational education and they substantiate the concept of delayed educational outcomes as the central focus of predictive analytics within the education management system. Practical significance. Four groups of parameters are proposed to facilitate the development of various predictive analytics models, applicable at both the level of an educational organisation and within the regional vocational education system.

Introduction. The development of human potential is an important direction of the state policy of the Republic of Kazakhstan in the field of ensuring the economic security of the country. In this regard, special attention is paid to the growth of human potential and its responsibility for the self-development and self-realisation of a new generation of citizens. Aim. The present research aimed to present innovative practices of the formation of students’ subjectivity during the educational process through the use of special diagnostic and correctional-developmental tools. Methodology and research methods. The research was based on systemic, subjective, activity-based, and axiological approaches. The study extensively utilised methods for modelling the educational process. Results. It has been determined that the use of interactive technologies in the implementation of innovative practices contributes to the active formation of subjectivity of students during the educational process. Scientific novelty. Based on systemic, subjective, activity-based, and axiological approaches, the authors have developed a system for forming students’ subjectivity during the educational process by actively utilising interactive technologies. Practical significance. The proposed system can be used by college and university teachers in practice to establish interaction with students.

Introduction. The article discusses the main approaches to the study of psychological well-being, gives a general idea of self-organisation and educational motivation as components of the leading educational and professional activity of students. Aim. The present research aimed to examine the levels of psychological well-being and their relationship with the motivation and self-organisation of students’ educational and professional activities. Methodology and research methods. The following methods were employed in the empirical study: Psychological Well-Being Scale developed by C. Ryff (adapted by N. N. Lepeshinsky), Self-Organisation of Activity (SOA) questionnaire by E. Y. Mandrikova, Style of Self-Regulation of Behaviour – SSRB-98 questionnaire by V. I. Morosanova, Motivation to Learn in Higher Education questionnaire by T. I. Ilyina, and Scale of Academic Motivation by T. O. Gordeeva, O. A. Sychev, and E. N. Osin. The Mann-Whitney U-test and the Spearman correlation coefficient (rs) were utilised to analyse the data. Results. Most undergraduate students exhibit an average level of psychological well-being, both on individual scales and in terms of the overall integral indicator. Low and high levels of well-being are characteristic of only a small portion of the sample. More than 90% of respondents demonstrate medium to high levels of self-organisation and self-regulation. Students are characterised by cognitive motivation, as well as motivation for self-development and achievement. External motivation, introjected motivation, and amotivation are minimally expressed among students. Scientific novelty. The study examines the features of motivation and self-organisation in the educational and professional activities of students with varying levels of psychological well-being. It also explores the relationship between psychological well-being and the self-organisation and motivation of students in their educational and professional pursuits. Practical significance. The results of the study offer valuable insights into modern students, which can be utilised to enhance the organisation of university education during the adaptation period and to implement a more individualised approach to student engagement.

Introduction. The article is devoted to the study of the relationship between conflict resolution culture and the personal characteristics of future doctors. Aim. The present research aimed to examine the relationship between the conflict resolution culture of medical university graduates and the key personality traits that influence a doctor’s professional activities: trust and aggressiveness. Methodology and research methods. The testing method employed various psychological tools, including O. I. Shcherbakova’s methodology for assessing the level of conflict resolution culture in individuals, J. B. Rotter’s Interpersonal Trust Scale, and the Bass-Darkey test, a standardised questionnaire designed to measure aggressive and hostile reactions developed by A. Bass and A. Darkey. Descriptive statistics, correlation analysis, regression analysis, and factor analysis were utilised to process the data. The study sample consisted of 300 graduates from the medical faculty of Sechenov University, aged between 22 and 28 years. Results. Graduates exhibit an average level of conflict resolution culture (46.6), an average level of interpersonal trust (78.6), and elevated indices of hostility (52.73) and aggressiveness (53.09), along with a high level of resentment (59.58). Correlation analysis of the study data identified 14 statistically significant relationships between the components of conflict resolution culture and various forms of aggression; however, no statistically significant relationships were found with the level of interpersonal trust. The multiple regression model developed by the authors indicated that 22.8% of the high level of conflict resolution culture can be attributed to the low levels of physical aggression and suspicion. Practical significance. A significant contribution of this study is the identification of the relationship between conflict resolution culture and the personal characteristics of medical university graduates, such as trust and aggressiveness. This research lays the groundwork for developing programmes aimed at enhancing the professionally important personality traits of future doctors. It emphasises the prevention of aggressive behaviour, the cultivation of conflict resolution skills, and the promotion of effective communication with patients and colleagues, ultimately leading to an improvement in the quality of medical care.

Introduction. The research relevance is determined by the needs of Russian societal development in attracting active and talented youth to various spheres of economic and social activities. Aim. The present research aimed to identify the factors that contribute to the formation of creative student teams capable of effectively engaging in activities within the creative industry, research, scientific-technological projects, and socially significant projects. Methodology and research methods. The empirical basis of the article was the results of a sociological study on university students’ creativity using a questionnaire survey method. Through factor analysis, five groups of students were identified with conventional names: optimists, populists, versatile, disciplined, and outsiders. Results. The analysis of the research results allowed the authors to define the main parameters and present a typology of students based on their attitudes towards different types of activities, involvement in scientific and social university life, evaluations of the conditions of scientific, educational, and social activities at the university, engagement in social networks, and identification of the most crucial components of life success. Scientific novelty. On the basis of the authors’ methodology of sociological research on the creativity of university students, approaches to forming creative student teams are proposed. Practical significance. The practical significance of the article lies in the potential utilisation of the proposed methodology and the study results by teachers and specialists at universities involved in engaging students in research, creative endeavors, and socially significant projects.

Introduction. The research problem pertains to the entire system of vocational education; however, it is illustrated through the example of higher education. The job-education mismatch effect refers to the phenomenon where university graduates, regardless of whether they hold a bachelor’s or master’s degree, choose jobs that do not align with their level of education. Aim. The present article aimed to provide a theoretical conceptualisation and empirical analysis of the job-education mismatch effect at various stages of the transition from university to the labour market (six months, one year, and 7–10 years). During these stages, university graduates can evaluate how their university experiences have influenced their career choices. Methodology and research methods. The empirical sample comprised monitoring surveys of university graduates from a large Russian university conducted between 2017 and 2022, six months after graduation (n = 7,706). Additionally, semi-structured interviews were carried out with respondents in 2021 (n = 10). This information was further supplemented by semi-structured interviews with middle-aged workers conducted 7 to 10 years after graduation (n = 10) and by monitoring the effectiveness of Russian universities based on the number of enterprises serving as practical training bases under agreements established with universities from 2020 to 2022. Results. The results of the study reveal differences in the selection of initial professional trajectories among university graduates with varying educational backgrounds. The typology of these choices categorises graduates into four groups: achievers, indifferentists, rationalists, and self-realisers. The findings, derived from a quantitative assessment of the university-business partnership network, raise concerns about how this network is managed by universities, especially within federal universities and those adhering to the industrial leadership track outlined in the programme Priority-2030. Scientific novelty. The research materials contribute to the development of scientific insights into the behaviour patterns of young people as they make professional choices in the context of labour market variability. Practical significance. The reduction of the job-education mismatch can be enhanced through project-based learning, which fosters direct interaction between industry partners and students. This engagement increases interest in the cultivation and early recruitment of proactive students for the development of high-tech industries and intellectual services.