оценки для акторов образовательного процесса. Решение обозначенных общих и частных проблем послужит дополнению методики оценки эффективности проводимых реформ в сфере российского высшего образования и анализа. Ключевые слова: трансакционные издержки; старый институционализм; метрика; опорные и федеральные университеты; реформы высшего образования.

One of the general factors that determined the direction of development and, at the same time, large-scale reform of higher education in many countries of the world was the widespread use of various technologies of new public management (NPM) as modern and popular management tools in public sector. Their application was supported and substantiated by the ideology of the new managerialism, which involves the active use of these technologies, along with stimulating the development of a competitive environment through quasi-market institutional approaches. The success of reforming higher education should be linked with the readiness to overcome these traps by significantly adjusting the vector of strategic changes, which should take into account the peculiarities of the logic of the functioning and reproduction of the professional academic community, involve it in the development of strategies for the development of universities, and the development of approaches to assess the effectiveness of their activities. The emergence of the number of institutional traps, stable self-replicating institutional norms, which generally negatively affect the results of higher education's functioning, are tested as negative side effects of the modern reforms. There are the traps of metrics, budget underfunding, human resources, bureaucratization, informatization and digitalization, and others. The values and expectations of the academic community, the features of the professional activities of its various components should be taken into account.

The paper focuses on the analysis of reform of higher education. The reform bases on the ideology of new managerialism. It is reflected the interrelation between this reform and liberal ideological discourse. It is grouped formal institutional norms (regulative norms) consisting of the rules of professional societies, market participants and government public acts as the general type. In the case of the reform of higher education in Great Britain, general events are classified into three broad groups: modernization, marketization and corporatization. It is also identified general stages of this reform. It is detected important negative effects engendered by such reform i. e. asymmetry of information, an increase of dichotomy "efficiency-justice" in public sector (higher education) and the problem of higher education in the setting of proportion and balance between technological and economic development, and creative (artistic) activities as intrinsic value for human beings. Developing and implementing the conception "the New Public Service" will help to correction of the direction of the reform in higher education and stimulate the values of collaboration, trust and productive accommodative assistance in this sector.