К л ю ч е в ы е с л о в а: конкурентоспособность образовательных организаций, конкурентная среда в образовании, конкурентные различия образовательных организаций, конкурентный статус организаций высшего образования, конкурентная политика в сфере образования.Исследовательская статья посвящена малоизученному вопросу о конкурентной среде современного российского образования. Его разработка включает обращение к различным аспектам деятельности вузов по поддержанию реальной конкурентоспособности. Разработка проблемы базируется на обращении к теоретическим основам исследования конкуренции акторов, в том числе структуре современных конкурентных групп в сфере высшего образования, особенностям ролевых и функциональных стратегий вузов, относящихся к разным группам. Анализируется общенациональный и региональный уровни конкурентной среды в образовании. Применяются методы сравнительного анализа и кейс-методы. Исследование доказывает необходимость теоретического рассмотрения вопросов развития российского образования в контексте теории и практики конкуренции, учета конкурентного фактора при разработке государственной и региональной политики развития образования, акцентирует внимание на ключевом критерии конкурентоспособности вузов -качестве результатов обучения. Статья показывает несостоятельность оценки уровня конкурентоспособности вузов по ресурсному и процессному подходам. Последующие исследования вопросов конкурентоспособности российских вузов целесообразно производить в контексте эволюции конкурентной среды в образовании, не ограничивая исследование количественными индикаторами развития вузов. Статья содержит описание структуры конкурентных групп в российском высшем образовании. Она будет полезна для руководства вузов, органов управления образованием, а также исследователей в сфере изучения организационных условий развития современного образования.

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Article deals with the justification of reasonability of agro insurance risk-management development in Russian Federation on the basis of mutual insurance. Nowadays this kind of insurance is carried out only by the commercial insurers, and thus are created conditions for the non-rational usage both private and government finance directing for the insurance premium. At the same time there is a successful practice of some developed countries and also Russian historical experience of mutual insurance of agricultural risks. The authors suggest to develop mutual insurance societies of agricultural risks not excepting the possibility of insurance of such kind of risks by the commercial insurers. It is pointed out that in RF mutual insurance societies for successful development will need the support of the state in the form of organizational and fiscal facilities. Development of mutual insurance societies of agricultural risks will prevent transformation of the part of the finance into the dividend for the owners of the insurance companies, and also activates the competition in the sector of agro insurance.

This article is devoted to competitive competencies in entrepreneurship as the results of training in the programs of entrepreneurial education in the master’s program. This unique area of expertise is critical to success in entrepreneurship, but is still not enough researched and classified. Modern methods of teaching entrepreneurship are based on a competence-based approach to the study of professional entrepreneurial competencies, the purpose of which is to consistently master a certain set of necessary entrepreneurial competencies. The article examines the existing approaches to competition when considering the classification of competitive competencies related to entrepreneurship, and also determines the place of competitive competencies in the composition of entrepreneurial competencies. The author’s classification of professionally significant entrepreneurial competencies for various levels of higher education (bachelor’s and master’s degrees) is given, which should be structured into professional, general professional, universal competencies, as well as other competencies (industry, regional, etc.). The features of teaching entrepreneurial competencies at the master’s level are determined. The unique experience of studying and development of entrepreneurial competencies on the graduate level and appropriate methods to effectively develop competitive competence in two stages is described: first, to develop core competencies, namely: competence in various types, methods and styles of competitive actions; competence in competitive positioning; competence in the management of competitive actions; competence in compliance with antitrust laws; competencies in the selection and management of competitive status, and then specific competencies in the development and implementation of competitive strategy and tactics of competition.

The publication focuses on the guidelines for the formation of entrepreneurship education as an important direction in the space of Russian higher education. Based on the functional map of entrepreneurship as a special type of professional activity and the allocation of groups of professional entrepreneurial functions, the article substantiates the appropriateness of including professional entrepreneurship competencies in educational programs on entrepreneurship. The formation of entrepreneurship competencies in graduates is regarded as achieving key learning outcomes based on the application of competency-based and practice-oriented approaches. In this conceptual context, the prospects for the implementation of the «Startup as a Diploma» program are considered.It is noted that in the absence of agreement on the recognition of entrepreneurship as an independent direction of higher education in the Russian Federation, universities are forced to search for non-standard ways to build entrepreneurship education programs aimed at the formation of necessary competencies by graduates. The authors draw attention to the possibility for graduates to obtain professional qualifications simultaneously in two types of professional activity as a result of mastering educational programs on entrepreneurship in universities, which traditionally have an industry orientation.The current results of the activities of the Federal Innovative Educational Platform created for the development of models of continuous entrepreneurship education have shown inexpediency of compulsory inclusion of entrepreneurship programs in bachelor’s and master’s degrees in management. The article supports the idea of separating entrepreneurship education as an independent direction of higher education in Russia and provides the corresponding arguments.