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The purpose of this paper is to substantiate the basic role and to develop recommendations for increasing the attractiveness of a regional market of educational services in modern Russia for provision of its global competitiveness in the conditions of industry 4.0.

The authors use the method of regression analysis for evaluating the influence of the indicators of investment attractiveness of a regional market of educational services – volume of investments into fixed capital in the sphere of education and state expenditures for financing of education – on the indicator of global competitiveness of this market in the conditions of industry 4.0 – number of foreign students – by the example of regions of the Volga Federal District of the Russian Federation. The empirical basis of the research is statistical materials of the Federal State Statistics Service of the Russian Federation for late 2018 and early 2019.

It is proved that investment attractiveness of a regional market of educational services is the basis of its global competitiveness in the conditions of industry 4.0. A barrier on the path of full-scale digital modernization of the system of higher education in modern Russia is the absence of private venture investments, which shows low investment attractiveness of a regional market of educational services.

It is substantiated that the causes of emergence of the determined barriers have the institutional nature and could be eliminated with the help of the complex of the recommended measures that are connected to usage of the mechanism of public–private partnership for financing of digital modernization education, flexible regulation of investment activities of digital universities, which is selected for each specific project, and coordination of the investment activities of universities at the regional level and creation of a specialized digital portal. Practical implementation of the offered measures will allow achieving significant growth of global competitiveness of a regional market of educational services of modern Russia in the conditions of industry 4.0.

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.

Knowledge‐based services range from accounting, engineering, and management consulting to educational services. This paper seeks to explore the nature of management education services and to discuss how business schools can employ cross‐cultural product‐market strategies to enter and serve foreign markets with programs that match the needs of the targeted markets.

A framework is presented for delivering management education services across borders. Hofstede's cultural dimensions are integrated in recognizing the cultural characteristics of a target country and differing learning styles of students in making market entry decisions and the pedagogical styles that might apply to specific target markets.

In seeking new globally diverse markets, providers of knowledge‐intensive services such as management education must craft marketing strategies that recognize consumer demand and consumption characteristics as well as service design and delivery options that fit market needs.

Global expansion of management education services and the strategic and tactical considerations that are introduced in the framework can provide a fertile field for empirical research.

The paper develops cross‐cultural “product‐market” strategies that business schools can consider in serving international markets, with product defined as the curriculum, instructional style, and all of the ancillary services that constitute the educational service experience. Generalizability of the findings to other knowledge‐based services is also discussed.

The conceptual framework recognizes a dominant theme in international business, suggesting that internationalization potential depends on service industry characteristics and on specific host country internationalization drivers.

The export of Russian educational services worldwide was not considered by the Russian Government as a full-fledged economic sector until recently. However, the situation has changed since the early 2000s, when in 2002, the Russian Government approved the national strategy for higher education promotion abroad and since then has been actively working on development of incentives and measures to support Russian universities to better market themselves in a global competitive market place of higher education. The paper aims to discuss these issues.

In this paper, the authors use a systematic approach to analyze different instruments for promoting higher education services abroad, consider the current state of this issue in Russia and look at what difficulties may arise at various levels when the state attempts to implement its strategy.

They are formulated as a set of marketing activities at different levels (national, regional and institutional), allowing a more advantage positioning of Russian universities in the global environment.

This paper focuses on the development of a marketing strategy for universities in a dynamic setting. The urgency of the problem is determined by the fact that today universities have to deal with a number of challenges: the reduced funding; increased competition at the regional, national and global markets; the growth of the importance of international and national rankings; and demographic and social challenges. Effective positioning in the global market place can be viewed as a source of new opportunities, as well as a challenge, not easy to master in some cases.

The paper scrutinizes strategies for the promotion of Russian universities to increase effectiveness of their positioning and create for them comfortable conditions for development in the world markets of educational services. The topic of marketing of educational services worldwide for a post-Soviet country is not an issue commonly addressed in the literature today.

The objective of this chapter is to identify the key characteristics of Global Services businesses that will thrive and achieve success in the future. These factors are integrated into three main pillars, which we refer to as the Triple-Win. The first and most obvious pillar is technology as a tool. The second pillar is the design and sustainability of the business model, without which the previous factor would be merely a cost and not an investment. And last but not the least, there is the purpose which gives meaning to the proposal, focusing on the human being and their environment. The DIDPAGA business model sits at the intersection of these three elements.

This chapter presents a very broad synopsis of the intensification of education governance. It opens by narrating the multifaceted nature of governance and in what way it has developed as the axiom for professed policy problems that national educational systems are experiencing. The chapter chronicles the amplification of education governance and it explicates the metamorphosis and myriad typographies that “governance” has taken in responding to perceived endogenous and exogenous policy problems. It explains how managerialism and neo-corporate reforms sought to destabilize the activities of education governance and the results. In making this argument, it suggests that new public management policy prescriptions in education were part of the earliest form of disruptive innovation in education. It advances that educational managerialism, in hollowing out national educational systems, has generated the perfect breeding ground for the rise of newer modus operandi (or modes, styles, and arrangements) that governs and regulates education systems through the use of different techniques and mechanisms. The second half of the chapter discusses five different modus operandi that are inchoate in the post-managerialist era and highlights that in education, we have progressed beyond the movement from government to governance across national education systems and these systems are now employing additional modes of governance (vertical and horizontal) across different scales. The chapter concludes by drawing on the concept of a “Wicked Problem” (an unsolvable or difficult problematic, that is, fluid, paradoxical, and unfinished) to insinuate that education governance is an example of a wicked problem that has been and continues to be shaped by the ideological contours of endogenous and exogenous policy influences.

Today, the global education market is one of the faster growing sectors, and it has attracted several new actors or what we call educational brokers who are now responsible for shaping national agendas. The newer actors in education are vastly different for the former players in that whereas previous actors engrossed national educational systems through the provision of technical assistance to meet international standards, best practices, and benchmarks, these newer players are for-profit entities that emphasize austerity, leanness, human resource maximization, performance targets, and competition. Therefore, in this new educational landscape, national governments are seen as “clients” who receive “expert” advice from “external consultants” that have an assortment of experiences across different sectors. Education governance is no longer a statist endowed but one that incubates in laborites of best practices resonates with existing case studies and results driven based on Big Date collected. We argue that educational brokers are responsible for the emergence of a hybrid form of education governance that use business and market techniques to reform strategies within the education sector. We conclude by suggesting that collectively educational brokers are using what we call “educational sub-prime mechanisms” – higher interest rates, reduced quality collateral, and less advantageous terms to counterweight higher credit risk – to manage educational portfolios and newer forms of educational risk.

This chapter explores the rise of Public Private Partnerships (PPPs) in global education policy through theories of neoliberal globalization and analyzing the practices of international organizations that help to frame and establish such policies in various countries such as Egypt. PPPs have been a vehicle for promoting the involvement of transnational corporations, especially in the information and communication technology (ICT) sector, in education sector reforms. The chapter examines the case of Egypt and the role of internal and external actors in promoting educational reform, spearheaded by the largest PPP: the Egyptian Education Initiative. The chapter questions the relevance and impact of such education reforms in the unstable political, economic, and social environment of post-revolution Egypt.

The purpose of this paper is to view the actual problems of the Russian system of higher education: lack of connection between labor market and market of educational services, decline in the quality of higher education in the country, reduction of intellectual potential of the youth, commercialization of higher education, etc.

The author offers approaches to complex evaluation of university education from the positions of social and economic effectiveness on the basis of the matrix of criteria; modern tendencies and perspectives of the development of educational environment are determined, as well as factors facilitating the achievement of the maximum effectiveness of educational activities in Russian universities.

The author offers her own vision of the main determinants of the growth of the effectiveness of university education within the framework of Russia’s integration into the global educational space.

The paper views the actual problems of the Russian system of higher education: lack of connection between labor market and market of educational services, decline in the quality of higher education in the country, reduction of intellectual potential of the youth, commercialization of higher education, etc.