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The purpose of this paper is to verify the developed hypothesis on the basis of comparison of remote education and traditional education in terms of its effectiveness at the micro-level, as well as to determine the presence, degree and nature of correlation between the share of remote education and level of development of economic systems of separate states (macro-level).

The methodologies of this paper are based on the system approach and include methods of research investigation such as problem, logical, comparative analysis, synthesis and formalization, as well as a purposely designed author’s method of assessment of the effectiveness of remote education and traditional education. In addition to the specified methods, this methodology also includes the methods of correlation and regression analysis which are used by the authors to determine the presence and degree of correlation between the share of remote education and the state of macro-level economic systems. The authors have analyzed the correlation between the share of remote education in the higher education structure according to the summarized data of the ICEF Monitor and the existing studies and publications on this topic (y) with indicators of macro-level economic systems such as GDP, billions of dollars (x₁); GDP per capita (x₂); Education Index according to the United Nations Development Program (x₃); Knowledge Economy Index according to The World Bank Group (x₄); and the index of innovative development of socioeconomic systems according to INSEAD, WIPO and Cornell University (x₅). The econometric analysis of the mentioned factors was performed after that.

The authors have come to conclusion that remote education is indeed much more effective at the micro-level, since it allows the students to receive similar educational services with greater convenience, a wider choice of higher educational institutions and at a lower cost compared to traditional education. At the same time, no negative influence of remote education on the macro-level economic system has been revealed; on the contrary, a positive, albeit slight, influence similar to traditional education has been found. For this reason, promotion of the formation and development of remote education is recommended instead of limitation, since it allows modernizing the educational system for the benefit of both supply and demand.

The research contributes to the development of the concept of socioeconomic development of economic systems through clarification of influence of remote education on it.

The purpose of this paper is to study the possibilities and potential barriers on the path of internationalization of the educational services market through development of the system of remote education.

In order to determine the influence of development of the system of remote education on the process of internationalization of the educational services market, the authors use the method of regression analysis. A regression curve is built, containing the model of paired linear regression and the value of determination coefficient. The research object is the market of higher educational services – as it is subject to internationalization and distribution of remote education. The research is performed based on the 2017 data by the example of countries from various regions of the world that show different rates and levels of socio-economic development but that achieved the largest success in development of the system of remote education – the USA, the UK, Brazil, China, South Korea, Italy, Germany, India, Malaysia, Australia, South Africa and Russia. Due to the absence of the official international statistics on the issue of internationalization of the educational services market, the proprietary method is used for determining its level.

It is concluded that remote education has a slight influence on the process of internationalization of the educational services market in the countries of the world, though it has large potential in the sphere of stimulation of internationalization of the educational services market, as it allows providing educational services of equal quality and equal cost for domestic and foreign students.

The developed and presented model of managing the development of the remote education system of a modern university in the interests of stimulating internationalization of the educational services market allows overcoming these barriers and opening the existing potential of remote education in the sphere of stimulation of internationalization of the educational services market.

At present, the development of information technologies changes the whole system of public functioning. Special attention is paid to the system of higher education, as it forms future highly qualified specialists, who will become the basis of digital economy. According to this, new remote technologies are implemented into the system of education each year, which are a basic prototype of smart technologies. The purpose of this paper is to determine the role of remote technologies in the development of the system of higher education and to form skills with the students.

Based on this, it is necessary to solve the following tasks: view the aspects, peculiarities and possibilities of remote education; distinguish the main tools of remote technologies in education; offer electronic final program as a remote method of evaluation of students’ knowledge.

In this study, the following methods are used: analysis, synthesis, logical method, abstraction and comparison. Scientific novelty consists in performing research in the sphere of significance and implementation of remote technologies in the system of higher education of the Russian Federation.

This research could be useful for public officers who form programs of development of higher education and for academic staff of higher educational establishments.

The purpose of this paper is to substantiate the necessity of marketing of remote education by the example of leading universities of Rostov Oblast of modern Russia and to develop the marketing model of promotion of remote education by the modern university.

The authors use the method of economic statistics and regression and correlation analysis. Based on the data of the single information system of the Russian Federation in the sphere of purchases, the authors selected orders of the leading universities of Rostov Oblast for access to the internet for 2017, which are the indicator of their modernization on the basis of new information and communication technologies. Based on the data of the Ministry of Education and Science of the Russian Federation, the authors determined the incomes of the leading universities of Rostov Oblast in 2017 and their positions in the regional ranking of effectiveness of activities of universities of Rostov Oblast. These data became a statistical basis for compiling the regression curve, which reflects regression and correlation of expenditures for access to the internet and total expenditures of the leading universities of Rostov Oblast in 2017.

It is concluded that modernization on the basis of new information and communication technologies (primarily, the internet) stimulates the growth of modern university’s competitiveness. Due to this, remote education is a perspective direction of development and increase of effectiveness of modern university’s activities. The necessity for marketing of remote education is predetermined by its lower value as compared to traditional education and, accordingly, lower demand for educational services that are provided in the remote form.

The authors’ marketing model of promotion of remote education by modern university is developed and presented. The advantage of this model is harmonization of commercial and non-commercial goals and priorities of modern university’s activities, due to which balance of its social function in the economic system and its entrepreneurial function, which consists in the necessity for providing self-financing and maximization of the received profit, are ensures.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a first step towards migrating into a fully fledged, and carefully designed, virtual or online mode of study. Notwithstanding, this chapter provides a theoretical explanation that justifies the relevance and importance of emergency remote teaching in higher education practice, in light of the global COVID-19 pandemic and related discontinuities. It asserts that emergency related teaching is justified by the urgent need to maintain continuity of teaching and learning and to avoid knowledge and skills decay. A systematic approach to evaluate the effectiveness of emergency remote teaching involves measuring variables across four dimensions; that is, context, input, process, and outcomes. Weighting these dimensions is necessary to ensure that context, input, and process are prioritised above outcomes because the essence of the teaching model, when implemented, is to get it in place swiftly in order for teaching and learning to continue. The effectiveness of emergency remote teaching is best assessed on the basis of its speedy set-up and implementation to maintain continuity of teaching, not on student outcomes. The chapter investigated the approach that a sample of colleges and universities have followed to evaluate their model of emergency remote teaching and contrast it with theory. The approach found in practice was not aligned to best practice. Based on the evidence, the chapter proposes an evaluation framework that institutions can adopt specifically for evaluating emergency remote teaching practice.

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor resources. According to this, there is a necessity to pass to the system of higher education with elements of smart technologies. The purpose of this paper is to determine the role of smart technologies as an innovational and intellectual tool in development of the system of higher education and formation of actual skills with students.

The aspects of classical education in universities with elements of remote forms of implementation of smart technologies on IT platforms are studied; peculiarities of smart technology as intellectual tools of higher education are analyzed; perspectives of usage of smart technologies as innovational tools for development of higher education are determined. The research methods include analysis, synthesis, abstraction, comparison and logical method.

Information technologies become an inseparable part of life of society and human. A new network generation of people that cannot imagine life without new technological devices is growing. However, despite this, modern education does not sufficiently influence the development of human capital in the conditions of digital environment.

Scientific novelty consists in conducting the research in the sphere of significance and perspectives of implementing smart technologies into the systems of higher education of the Russian Federation. This paper could be interesting for public officers who form the program of development of higher education and academic staff of higher educational establishments.