АННОТАЦИяАктуальность данной темы обусловлена обострившимся геополитическим противостоянием в современном мире, а также все более заметным упором на «мягкую силу» и «умную силу» . Цель данной статьи -кратко проанализировать советский опыт использования высшего образования в качестве инструмента «мягкой силы» . В статье этот опыт разделен на два основных этапа . Первый -становление коммунистической идеологии в качестве одной из мировых и начало ее экспансии (1920( -1940, второй -этап биполярного мира, когда СССР имел дело с иностранными студентами, прибывшими из стран «победившего социализма» . На первом этапе образование иностранных студентов не могло рассматриваться в качестве полноценного инструмента «мягкой силы», так как речь шла, скорее, о пропагандисткой обработке иностранных обучающихся, чем о более тонком воздействии . Взаимодействие с иностранными обучающимися в советских вузах на втором этапе (в годы холодной войны) имело другой серьезный изъян . Поскольку речь шла о представителях стран «победившего социализма», то идеологическая работа велась по остаточному принципу, а основная ставка делалась на подготовку кадров технического профиля . Таким образом, можно сделать вывод о том, что, с учетом советского опыта и размытости сфер влияния в современном мире, целесообразно делать ставку на привлечение в качестве иностранных обучающихся специалистов гуманитарного профиля, которые после возвращения на родину с более высокой степенью вероятности займут руководящие должности в госаппарате и/или станут лидерами общественного мнения . Ключевыеслова: студенческая молодежь; иностранные обучающиеся; «мягкая сила»; культурно-мировоззренческая работа; СССР Дляцитирования: Салин П. Б., Юшков И. В. Советский опыт работы с иностранными студентами: геополитический аспект.Гуманитарные науки.ВестникФинансовогоуниверситета.2019;9(6):14-17. ABsTRACTThe relevance of this topic is due to the aggravated geopolitical confrontation in the contemporary world, as well as an increasingly noticeable emphasis on "soft power" and "smart power" . The purpose of this article is to briefly analyse the Soviet experience of using higher education as a tool of "soft power" . In this article, we divided this experience into two main stages . The first was the formation of Communist ideology as only one in the world and the beginning of its expansion (1920-1940s of the XX century .) . The second one -was the stage of the bipolar world, when the USSR dealt with international students who came from the countries of "victorious socialism" . At the first stage, the education of international students could not be considered as a full-fledged tool of "soft power", since it was more about the propaganda treatment of international students than a more subtle impact . Interaction with international students in Soviet universities at the second stage (during the cold war) had another serious flaw . Since it was about the representatives of the countries of "victorious socialism", the ideological work was carried out on the residual principle, and the pr...

The relevance of this topic is due to the need to realize the maximum potential of Russian higher education as an instrument of “soft power”. The purpose of this article is to analyze the problems that accompany the solution of the main task — the political socialization of international students studying in the Russian Federation. The article covers three main aspects. The first is the absence of a minimum level of knowledge of the host country for high-quality political socialization of international students; the second is the lack of full-fledged motivation for real, not formal socialization, the third is the lack of the same motivation for the effective and meaningful implementation of a set of profile measures among the employees of the receiving side. The lack of resolution of the above three problems makes it impossible and meaningless to work to achieve the main goal — the political socialization of international students studying in the Russian Federation. The main reason for the urgency of the first problem is the orientation of higher education of foreign students in the Russian Federation to maximize profits to the detriment of its other goals, the second is the cultural code of the majority of international students, and the third is systemic management ‘failures’ in Russia itself. At the same time, the unresolvedness of these problems significantly complicates the work with one of the most promising categories of international students — immigrants from the countries of the Greater Middle East, Africa, South Asia and the Asia-Pacific region.

This article summarizes the practices of organizing research activities that can improve the training of international students in Russian universities. The authors analyzed and identified the correlation between the internal costs of research and development (R&D), the equipment in university research laboratories, and the number of foreigners studying at Russian universities. The authors used the methods of analysis and synthesis and a systematic approach to explore the experience of Russian universities in the training of international students. To identify the impact of internal R&D costs and the equipment of university research laboratories on the number of foreigners studying in Russian universities, the authors applied correlation and regression analysis, which included building a regression equation, calculating the correlation coefficient, the t-test, the coefficient of elasticity, and the coefficient of determination. This research paper revealed a strong correlation between the number of international students in the Russian Federation on the internal R&D costs and the cost of fixed assets and the equipment of Russian universities, which was proven by the calculated correlation coefficients, elasticity coefficients, and determination coefficients. The authors concluded that universities could influence the number of international students. This article proposes some methods for organizing the research activities of international students that increase their academic mobility and form the most relevant scientific and professional competencies. Higher educational institutions of any major can implement these recommendations for managing the research activities of international students. The novelty of this study lies in the fact that the authors performed the correlation and regression analysis and revealed the dependence of the number of international students in the Russian Federation on internal R&D costs, the cost of fixed assets, and the equipment of Russian universities. The authors illustrated the analysis results with the trend predictive values of factorial features and the value of the effective feature estimated according to the regression equations built. Using the calculated MAPE and Forecast Accuracy indicators for these predicted values, the authors concluded that the level of factorial features and the effective feature were predicted with high accuracy. Thus, host Russian universities can increase the number of international students through effective organization of research activities.

The article examines the existing practice of using blockchain technology in law, politics and public administration, as well as the prospects of its further use in these areas. The authors approach the problem from the point of view of a systematic approach, which allows to justify the applicability of this technology to solving the problems facing modern law, politics and public administration in a dynamically developing information society. Considering the features of blockchain technology application in each of the three selected areas, the authors establish a pattern according to which the introduction of this technology into the sphere of policy is usually preceded by its introduction into legal and bureaucratic practice. Based on the identified features and patterns of the process of introduction of blockchain technology in law, politics and public administration, the authors analyze the prospects of expanding the scope of this technology in these areas, compare Russian practice with foreign experience.

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