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The working hypothesis of this research is that specifics of activities of university that provides remote education does not allow using the same evaluation criteria for assessment of its competitiveness that allow assessing competitiveness of university that provides traditional education. The purpose of this paper is to verify the offered hypothesis, study the modern Russian experience of evaluating the competitiveness of university that provides remote education and develop methodological recommendations for improving this process.

The authors use the existing scientific approaches to determining competitiveness of a company, including university, for complex and comprehensive study of the set problem. The information and analytical basis of this research is formed of methodological materials of the ranking of best universities of Russia for 2017 according to independent analytical agency “RaExpert” and “Announcement of open competition for state support for leading universities of the Russian Federation for the purpose of raising their competitiveness among the leading global scientific and educational centers of the Ministry of Education and Science of the RF.”

The offered hypothesis was proved. It is concluded that modern Russia uses the same (common) criteria for evaluating competitiveness of universities, regardless of the form of provided educational services. This is incorrect from the scientific and methodological point of view, as the work shows that most criteria are characterized by different applicability as to the university that provides traditional education and the university that provides remote education.

Methodological provision of evaluating the university’s competitiveness that provides remote education is elaborated by the authors by development of additional criteria. It is recommended to assign weight coefficients to all criteria depending on the level of applicability (importance) as to the university that provides remote education.

To promote university education quality, performance measure indicators (PMIs) must be established. These indicators ensure the maintenance of university operating standards, encourage individual universities to work on inadequacies, and promote university competitiveness. The purpose of this paper is to address this issue.

A literature analysis was conducted and European, American and Taiwanese education evaluation indicators were used to develop the PMIs. Data were collected from the following sources: US‐MBNAQ; US News & World Report; two renowned US education journals; UK University Committee Reports; UK‐CVCP/UGC; three renowned UK education evaluation newspapers, opinions from the Ministry of Education and submissions from scholars in Australia and Taiwan. A total of 13 scholars were invited to participate in the literature review and analysis, which employed Delphi methods.

These indicators included 18 measurement dimensions, and 78 PMIs were developed. Applying these PMIs resulted in the creation of key performance indicators and a balanced scorecard (BSC) of performance measures. In addition, BSC represented a self‐evaluation performance indicator that universities could use to achieve the objective of performance management.

The PMI by means of their integration into the BSC, allow management by objectives, a method to build the performance of each department and organization.

Examines the tenth published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects discussed include cotton fabric processing, asbestos substitutes, textile adjuncts to cardiovascular surgery, wet textile processes, hand evaluation, nanotechnology, thermoplastic composites, robotic ironing, protective clothing (agricultural and industrial), ecological aspects of fibre properties – to name but a few! There would appear to be no limit to the future potential for textile applications.

This paper aims to examine how Hong Kong universities have responded to a newly included assessment element of socio-economic impact in a government-implemented research evaluation system – Research Assessment Exercise (RAE) 2020 – within the context of tightening audits and forceful knowledge economy objectives.

This paper reports an institutional case study of the institutional-level response to the RAE 2020 impact requirement at a top-ranked comprehensive university in Hong Kong. A qualitative inquiry approach was adopted. The data sources mainly include university documents related to the RAE 2020 socio-economic impact policy, interview data with nine RAE-eligible academics at the case university, documents on the RAE exercises issued by the University Grants Committee (UGC) and field notes taken during the RAE information sessions.

The institutionalisation process of the RAE socio-economic impact agenda could be considered as establishing an indicator-oriented reward and recognition regime for knowledge transfer and knowledge exchange (KT/KE). Overall, two major institutional strategies were identified in operating the RAE 2020 impact agenda at the case university: (1) launching various policy initiatives: driven by the RAE-defined socio-economic impact; (2) incorporating socio-economic impact into faculty evaluation: premised upon the 16 KT performance indicators laid down by the UGC.

This article adds to the theoretical debate on the local reproduction of the global in studies of neoliberalism in higher education by describing a Hong Kong case study, supported by empirical data, of an actual university's responses to the newly included impact requirement in RAE 2020. More specifically, this study reveals that (1) the policy for socio-economic impact might be designed in a neutral or even benevolent manner, but has taken on a neoliberal and managerial dimension in its actual implementation; and (2) the neoliberal discourse underpinning the university's operation can be accounted for and explicated by the local factors embedded in the specific academic environment.

China is currently developing and promoting an industrial cluster policy at the government level. By enacting the ‘Opinion on promoting industrial cluster development’, China is supporting the development of industrial clusters. Building an industrial cluster is done by using a single factor but requires many additional factors like regional characteristics, competitiveness factors are also diversified. To evaluate the competitiveness of the Chinese automobile industry cluster, a competitiveness element index should be developed and a competitiveness evaluation method is needed to evaluate the importance of each element. To accomplish this objective, this research applied the analytic hierarchy process (AHP) and focused on the importance of the competitiveness elements.

This research investigated the character is tics regarding cases of clusters and also analyzed the competitiveness of the Changchun automobile cluster located in northeastern China. The purpose of this research is to help Korean enterprises who enter China in the hopes that Korea will emerge as a top automobile production country.

The purpose of this paper is to investigate the correlation between university libraries and academic research achievement and analyze if university library resources correlate with academic research achievement.

The paper seeks to verify the correlation between university libraries and academic research achievement and to examine which university library resources relate to research achievement. A variety of research questions were posed concerning the relationship between a university's library resources and academic research achievement. Structural equation models (SEMs) were developed to answer the research questions. Most research questions posed were affirmatively answered using the SEM process.

This study confirmed that labor and budget, investment in e‐resources and an investment in university libraries enhances academic research achievement.

An SEM for verifying the correlation between university libraries and academic research achievement was developed in the study.

This study is the first including an investment factor in e‐resources for verifying the correlation between university libraries and academic research achievement.

The purpose of this paper is to propose a framework for the transformation from a second-generation university to an entrepreneurial university. The work is practical and innovative, which provides the foundation for further work in this field.

Based on a systematic review of relevant studies on entrepreneurial universities, this paper proposed an evaluation framework with clear logic and practicability. This paper also provided a basis for further research. The restrictions of each factor were defined by the readiness framework, and the consequences of entrepreneurial activities on local economic development were analyzed by using the proposed model. The proposed conceptual framework aided policymakers in completing a much-needed assessment of the impact of organizational policies, practices and structures on the entrepreneurial activities and transformation from second-generation universities to third-generation organizations.

The proposed readiness framework led to the development of organizational interventions that facilitated successful entrepreneurial activities. The quantitative indicators of different university types were demonstrated in this study. The quantitative validation of the integrated framework suggested that university heads and policymakers can encourage and develop academic entrepreneurship by using a comprehensive systems approach for the identification, protection and commercialization of university’s intellectual property.

This paper provides a framework for policymakers or decision makers to better understand whether a local university is ready for entrepreneurship. This framework also provides a direction for future quantitative research.

The purpose of the paper is to develop a concept of organization of the system of science and education in the form 4.0 based on human and artificial intellectual capital.

The methods of regression and correlation analysis are used. The role of human and artificial intellectual capital for provision of effectiveness and competitiveness of the system of science and education is determined, as well as its correspondence to the modern challenges. Analysis of perspectives and limitations of automatization of the system of science and education based on AI is conducted; a model of organization of the system of science and education in the form 4.0 based on human and artificial intellectual capital is compiled.

It is established that in the system of science and education, the decisive production factor is intellectual capital, but human intellect does not necessarily have to dominate in its structure. AI is one of the most popular technologies of Industry 4.0 in the system of science and education, which has wide perspectives of practical implementation. As experience of the leading world universities, which had the highest level of digitization in 2018, showed, foundation on non-breakthrough digital technologies (computer equipment and Internet) does not allow opening the potential of increase of indicators of effectiveness and competitiveness of the system of science and education and bringing it in correspondence to the modern challenges based on digitization. However, correlation of activity of application of artificial intellectual capital with these indicators is four times higher (0.2), as compared to correlation of these indicators with activity of application of human intellectual capital (0.05). This shows demand for digitization of the system of science and education, but based on breakthrough digital technologies, of which AI should become the key one.

It is substantiated that higher education could be automatized based on AI by 85% and science by 63%. Therefore, on the whole in the system of science and education, the share of AI in the structure of intellectual capital could reach 74% ((85 + 63)/2). It is recommended to use the developed model of organization of the system of science and education in the form 4.0 based on human and artificial intellectual capital.

Modernization of Russian higher education is carried out with the purpose of its successful integration into the global educational environment. However, the contemporary management model of most Russian universities demonstrates a low efficiency level. The purpose of this paper is to identify the problems of organizing the universities’ strategic development and to seek the opportunities to achieve strategic competitiveness of Russian universities.

The basic research methods included the following: content analysis, expert evaluations, analysis of the modern concepts of universities strategic management, comparative analysis of high school practice of strategy development, and government regulations in historical perspective.

The major result of the study is the conclusion that the most important problem of the competitiveness of Russian universities is the lack of strategic flexibility. We can say that there is a structural nature of the management crisis affecting the whole system of university education. Over the past 25 years, there has been a radical change in the basic institutional conditions for the development of higher education institutions in Russia: the volumes and changed model of financing; the market landscape and the regional environment; the conditions and the nature of the interaction with international partners, etc. At the same time, in most cases, the platform of this system and standards of internal policy have remained unchanged. Russian education practically lost its individuality. This paper shows the experience of strategic management at leading federal and regional universities of Russia, analyzes the implementation of their development programs, and gives examples of best practices in the use of strategic planning tools.

The relevance and value of the paper is the following: for the first time, thorough attention has been paid to the accumulated potential of Russian universities, which has been formed over a long evolutionary path and now can be positioned as an important management resource in the organization of strategic management for enhancing the global competitiveness of the national system of higher education.

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities.

Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university.

The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities.

Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts.

The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success.

This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.