The implementation of the ‘third mission’ by universities is a significant area of research that has been explored by many Russian and international experts. The ‘third mission’ means engaging with society. Alongside education and research, it is an important factor in the successful development of a contemporary university. In this article, we explore how stakeholder theory, which is successfully employed in the management of large organisations, may be applied for the development of mechanisms for effective implementation of the ‘third mission’ by universities. We identify the main problems in organising stakeholder interactions at Russian universities and analyse possible strategies to improve the situation. We use the examples of Polish, Swedish, and Russian universities to illustrate the practical aspects of interactions at different levels between universities and stakeholders., forms, and methods in the field. Further, we propose a classification of key stakeholders of universities, describe their mutual relations, interests, and resources available to them as well as reflect on stakeholder participation models in educational management. Our findings may contribute to better management at Russian educational institutions and benefit national education authorities.

In the context of the transformation of education, characterized by the rapid obsolescence of knowledge, the increasing role of technological and social innovations, the globalization of the economy and education, it is becoming increasingly important to ensure successful cooperation between universities and business. At the same time, the state gains an advantage due to the rapid transfer of new knowledge, research and innovation, enterprises and organizations increase opportunities for effective development.The aim of the study is to identify the most successful forms of interaction between educational organizations and enterprises, the mechanisms of influence of the University on the development of the region of its location, participation in socio-economic processes. The problem is considered through the prism of the concept of the “third mission” for universities, which involves active interaction of educational organizations with society, including employers. Besides, the authors use the provisions of the theory of stakeholders, which describes the parameters taking into account the interests of various actors in the process of University management.On the example of the Northern (Arctic) Federal University named after M.V. Lomonosov, the article analyzes the existing experience and successful practices of organizing such interaction, as well as the emerging problems. The information base of the study was a survey on the satisfaction of employers with the quality of University graduates’ training, conducted in SAFU in 2019.As findings, the article states the main systemic problems of interaction between universities and the sphere of production such as the lack of coordinated strategies for training in various specialties, discrepancies in understanding the sets of competencies and skills of graduates, the fragmented university-industry interaction in research and development areas, different motivations and values.The authors come to a conclusion that the University must undergo a path of transformation to ensure strategic interaction with business and industry, including the development of a common “entrepreneurial” culture in the team, as well as the expansion of interaction with public institutions and socio-economic actors in the framework of the “third mission”.

The article is devoted to the analysis of the key challenges faced by Russian higher education during the pandemic and the prospects for its further development. The article highlights the key problems of higher education that have arisen in connection with the pandemic situation (reduced academic mobility, weakened partnerships, inability to complete research on time, reduced number of applicants, suspension of educational activities), examines the actions of governments and measures taken by universities to adapt to work in the context of the pandemic (development of appropriate legislation, provision of consulting and financial assistance, measures to support foreign students who found themselves in the country during the pandemic, etc.). Hypotheses are put forward regarding the ways of transformation of university education in the "post-covid" period, possible trends are proposed, including digitalization, changes in the content of the educational process, scientific activity, increasing the social role and the "third mission" of universities. The problems of online education, the development of digital technologies and new forms of education by teachers and students, and the creation of a new system of social and educational work corresponding to new educational formats are considered. Conclusions are drawn that the Russian higher education system as a whole has managed to overcome the difficulties that have arisen. The situation of the pandemic, on the one hand, has accelerated a number of transformational processes that began in the higher education system before it, and on the other – has revealed new challenges, the solution of which is necessary for the effective functioning of universities in force majeure situations. We should not expect a complete return of universities to the "pre-covid" situation, since certain mechanisms have been launched to accelerate the modernization of domestic higher education.

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