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The purpose of the article is to characterize current status of state control (supervision) in higher education in accordance with the implementation of the regulatory guillotine measures. The results of the research led the authors to the following conclusions. First of all, foreign expertise results in understanding the necessity of lobbying by non-governmental organizations. Otherwise, state regulators will operate precisely in their interests. Secondly, current administrative regulation of higher education is based on an inefficient monitoring system with redundant permissions of the Federal Service for Supervision in Education and Science (Rosobrnadzor). Thirdly, there is no reason to believe that the implementation the regulatory guillotine model can change the situation efficiently. It is more probable that the reduction of the intensity of control will lead to a net rise of latent offenses for educational institutions’ management. To eliminate these problems, the authors suggest implementing of monitoring system for the activities of higher educational establishment as well as for regulator’s actions with a monetization of these relations.

The transition of the educational system to a distance format due to the spread of COVID-19 has led to a transformation in the nature and content of professional activities of university teachers. A wide range of research methods, the results of sociological surveys and interviews, as well as an analysis of text arrays from Internet resources, are used to assess the socio-psychological consequences of remote employment. Drawing a conclusion on their remote employment, teachers note the acquisition of a unique experience consisting not only in the mastery of online educational technologies but also in the implementation of new models of professional interaction with students and colleagues. Teachers associate the perspectives for further transformation of their professional activity with the formation of new combined (multi-format) models of education. At the same time, there forms a system of negative expectations as teachers believe that the launched process of transformation of education will lead to stricter requirements for the teacher as the subjects of educational and labor relations, as well as to the destabilization of the situation in the professional labor market.  

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