Problem and purpose. Assessment of the contribution of universities to the socio-economic development of regions, technological and innovative progress of industry are topical issues of the modern agenda for the modernization of higher education in the Russian Federation. The authors propose a methodology for assessing the contribution of universities to regional development from the standpoint of the ecosystem approach, which makes it possible to reconfigure the development programs of the actors of the regional ecosystem "Education – Science – Industry" in order to achieve the tasks of technological progress and socio-economic development of the region. Research methods. When determining indicators using the ecosystem concept, it was taken into account that the initial components for the work of each actor of the regional ecosystem "Education – Science – Industry" are the results of the activity of one of these components. When using the system theory in determining the groups of indicators, the process, environmental and design components of the regional ecosystem "Education – Science – Industry" were identified. Results. Eight blocks of subsystems of indicators of the university's contribution to regional development have been formed: in integration, investment processes and technological development of the region, innovative development of the region, demographic development of the region, labor market of the region, social development of the region, intellectual potential of the region, infrastructure of the region, economy of the region. The indicators of the efficiency (effectiveness) of the university ("internal" efficiency of the university) and the indicators of the university's contribution to the development of the region are distinguished. The indicators are divided into short-term (allowing to evaluate the university's contribution as the effect of the university's activities, which manifests itself within 1-2 years) and long-term (allowing to evaluate the university's contribution as the effect from the university's activities, which manifests itself in 5-7 years). The indicators are differentiated by groups (priority 1, priority 2, priority 3) taking into account the close relationship between the indicator and the indicator of the university's contribution to regional development. In the conclusion, the possibilities of practical use of the methodology for analyzing the performance of the university in the region and adjusting the programs for the development of universities in the regional ecosystem, including when assessing the effectiveness of the implementation of the Priority 2030 program, are shown.