Academic mobility of students with disabilities is a gap in studies of inclusion in higher education. Meanwhile, academic mobility is an effective resource for shaping the key skills of the 21st century, the development of subjectivity, socialization and professionalization. Therefore, the inclusion of persons with disabilities in various forms of academic mobility is important for their success and social inclusion. The aim of the study is to identify the relationship between disability and nosology and involvement in academic mobility, as well as scientific (social) projects and networks. The study was based on the hypothesis of a direct link between health status and involvement in academic mobility. The sample included 1,142 university students from the Tyumen region, including 50 — with disabilities, 1092 — without disabilities. A comparative analysis of the components of academic mobility of students with and without disabilities revealed a higher level of readiness and involvement of students with disabilities in academic mobility and networks. With this we emphasize that 92% of students with disabilities do not participate in academic mobility programs, 68% have never participated in competitive activities (projects, grants), 44% do not belong to student communities, 20% do not maintain systemic ties with students of other universities. But these figures are even lower for students without disabilities. The gap between students' readiness for academic mobility and the lack of its infrastructure was revealed. The analysis of theoretical approaches revealed significant gaps in scientific knowledge of academic mobility of students with disabilities, its scale, dynamics, best practices, its psychological factors and the impact on the development of subjectivity, socialization and professionalization. We must make an inclusive breakthrough in higher education through the formation of a comfortable infrastructure of academic mobility as an organic part of an inclusive culture in higher education, ensuring the inclusion for everyone.

Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context.

Ригидность как психологический индикатор академической мобильности учащейся молодёжи Ханты-Мансийского автономного округа -Югры Л. М. Волосникова ФГАОУ ВО «Тюменский государственный университет», г. Тюмень, Российская Федерация, l.m.volosnikova@utmn.ru Е. А. Кукуев ФГАОУ ВО «Тюменский государственный университет», г. Тюмень, Российская Федерация, e.a.kukuev@utmn.ru О. В. Булатова ФГБОУ ВО «Югорский государственный университет», г. Ханты-Мансийск, Российская Федерация, bov1978@list.ru О. В. Огороднова ФГАОУ ВО «Тюменский государственный университет», г. Тюмень, Российская Федерация, o.v.ogorodnova@utmn.ru О. С. Андреева ФГАОУ ВО «Тюменский государственный университет», г. Тюмень, Российская Федерация, o_andreeva@mail.ru АННОТАЦИЯ Введение.Социально-экономические и политические изменения на рынке труда, в сфере образования обусловили необходимость повышения мобильности учащейся молодёжи Ханты-Мансийского автономного округа -Югры (далее -ХМАО-Югра), в том числе и с инвалидностью. Особое внимание в этой связи привлекает вопрос развития академической мобильности как личностное свойство на этапе подготовке в вузе.Цель: выявить особенности проявления академической мобильности у югорской молодёжи, обеспечивающей готовность к построению индивидуального образовательного маршрута, прогнозированию профессиональной деятельности с учётом требований новых социально-экономических условий, активизирующей стремление к непрерывному образованию и самообразованию.Материалы исследования: результаты опроса студентов вузов Тюмени и Югорского государственного университета, включая студентов с инвалидностью. Исследование проведено в феврале -марте 2019 года.Результаты и научная новизна. Авторы выявили, что академическая мобильность учащейся молодёжи ХМАО-Югры характеризуется ригидностью. То есть югорская молодёжь не проявляет гибкость, готовность перестроить себя, не оценивает критически имеющийся опыт, не прогнозируют свою деятельность с учётом требований рынка труда. Ригидность выражается в фиксированных формах поведения при неудовлетворённости жизнью, наличии астенических эмоций, слабой осознанностью себя как субъекта самоосуществления. При этом «открытость опыту» югорской молодёжи свидетельствует о желании к переструктурированию опыта, сложившихся поведенческих стереотипов. Выборка исследования сформирована на основе предположения, что именно молодые люди, обучающиеся в университете должны проявлять высокий уровень мобильности.Таким образом, возникает необходимость разработки программ по развитию академической мобильности у учащейся молодёжи, обеспечивающей готовность к построению индивидуального образовательного маршрута, прогнозированию профессиональной деятельности с учётом требований новых социальноэкономических условий, активизирующей стремление к непрерывному образованию и самообразованию.Bulletin of Ugric Studies. Vol. 9, № 2. 2019. Ключевые слова: высшее образование, академическая мобильность, студент, ригидность, флексибильность.Благодарности: выражаем благодарность директору института североведения ФГБОУ ВО «Югорского госуда...

The openness of a modern university ensures that students from heterogeneous groups are included in education. Academic mobility is a significant trend in the global educational space. The success of the education of students with disabilities is determined by their personal readiness to be active and academically mobile. The authors note a tendency towards the implementation of academic mobility in the process of professional training mainly through the creation of external conditions. At the same time, insufficient attention is paid to the analysis of mobility as a personal education, which determines the weak provision of the mechanisms of its formation, especially among students with disabilities. The purpose of this study is to analyze the personal indicators of academic mobility of students with disabilities based on respondents' portfolios containing information about the facts of academic mobility in the experience of students, a survey about the perceptions and motivation of respondents to implement academic mobility, the Tomsk Rigidity Questionnaire G.V. Zalevsky. The results obtained indicate the low activity of students in educational, scientific activities that go beyond the educational program. At the same time, more than half of the respondents are ready for academic mobility. Comparative analysis of the studied components in the samples of students with health standards and with disabilities showed: lack of expression of rigidity in students with disabilities; correlations between the characteristics of rigidity and disability features; the severity of the components of personal readiness for academic mobility among students with disabilities. The presented results are unique and prove the importance of inclusive transformation of the educational space of universities to ensure the possibility of learning and academic mobility of students of heterogeneous groups.

Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.