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The aim of this work is to review and analyse the support and development practices for students based on their educational background and academic performance. The increasingly widespread concept of a responsible university involves an opportunity to close or make smaller the gap between academically diversifi ed students. Thus, the purpose is to systematise the practice of working with both low and high-achieving students and assess the possibilities for improving the quality and effectiveness of this work. The analysis regarding existing practices of Russian and international universities is based on the literature review of more than 1600 sources. The review provides identifi cation, comparison and systematisation of common practices used by departments and universities rather than individual teachers. A classifi cation of practices at the stages of identifying, developing and evaluating low and high-achieving students is proposed. Recommendations are formulated for expanding the support and development of students under the conditions of academic diversity and for improving the quality and effectiveness of the educational process.

In 2013, Russia launched Project 5-100 to place five Russian universities among the top 100 university rankings by 2020. As one of the important changes within universities Project 5-100 sought an enhancement of the management system. This paper provides insights into the changing roles and responsibilities of middle managers in Russian university under Project 5-100. The theoretical approach of new managerialism was applied, using documentary analysis, semistructured interviews and survey as data-gathering tools. The findings demonstrate that significant changes toward more a managerial character influenced the responsibilities of the heads of academic units (HAU). It reveals disagreement between managers and academics on many questions evaluating the changes. The author concludes that managers also may contribute to the implementation of Project 5-100, but agreement between different levels of staff needs to be achieved for further successful development.

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