The purpose of this paper is to help lecturers ensure that their endeavor to promote e-learning will add significant value to our students' learning. We created a model and questionnaire "Endeavor to promote e-learning". Context for the study is thought of as the evaluation, potency, and activity of endeavor to promote elearning.

The article continues the discussion of pilot study results concerning the specifics of university teachers' support for the idea of Open Science and is devoted to the main types of their engagement in data exchange. For this purpose, we described characteristics, subcharacteristics of engagement, and their indicators; classified the findings, conducted the step-by-step selection of engagement profiles with their further ranking according to the level of engagement, and grouped the types of engagement into common and distinctive ones. The determined types (intense, moderate, selective, and quasi) embrace all the identified relationships between various levels of engagement in empirical data exchange, namely: the shaped intention to share empirical data, the consistent application of its methods, and conscious assistance to it. The main types of engagement characterize teachers' intentions to disseminate empirical data and the possibility of such data reuse by other researchers. The findings can be valuable for the management of higher educational establishments, as it allows to evaluate teachers' readiness to disseminate the collected ED and to give permission for their reuse by other researchers. In general, the conducted research adds an important nuance to the implementation of institutional policies of research management with the purpose of promoting Open Science.

The article offers the description of the pilot study results on university teachers’ engagement in exchange of empirical data on distance learning. It was suggested that they have a shaped intention to exchange; however, the specifics of their efforts make it difficult to integrate the collected data into the body of open empiricism. The study identifies the meaningful constructs of teachers’ engagement in data exchange. The research findings can be used in the practice of knowledge management in the system of higher education in order to optimize the engagement of teachers in the exchange of empirical data.

This study examines the practice of writing graduated theses by students who have participated in music competitions. The research method was a focus group. The reasons for this practice are described. It is proved the student cannot comply with the prescribed procedure for writing graduated these. It is concluded that it is time to legitimize this practice. The basis for legitimizing one recognizes its existence, its acceptance by both students and leaders, the positive effect of its use. Measures to legitimize this practice are proposed.

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